An Action Research on Integrating E-learning into Hakka Teaching --- with illustration from teaching fifth grade students in the Tao-yuan County Tien-hsin Primary School

• Main Authors: An-chi KU, 古安琪
• Other Authors: Ting-Ming Chen
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/86051726525811545598

碩士 === 國立中央大學 === 客家研究碩士在職專班 === 98 === Language is one of the main characteristics of culture. If languages become functionally extinct, culture will vanish as a consequence. For this reason, the Government is trying to rescue critically endangered native languages (dialects) through a variety of policies. Among these neglected languages (dialects), Hakka is one of the most concerned. This research is initiated from the solution process to the difficulties encountered by the author in teaching Hakka. E-learning possesses the capabilities of being applied at any time, at any place and being repeatedly practised. It becomes the new trend of contemporary learning methodology. To improve the situation in teaching Hakka, in arousing interests of students’ and in establishing a suitable learning environment, this research proposes a solution to integrate the advantages of e-learning into the course of teaching Hakka. The expected results are to resolve the difficulties in teaching Hakka and hence to provide teachers with a model in e-learning for reference. The results of this research are as follows. 1. The adversity in teaching Hakka indicates that there is a great discrepancy between the Hakka speaking population and the number of courses offered. It is difficult to achieve the goals of the courses. There is an obvious lack in the teaching materials and in the learning environment. 2. Establishing a model in teaching Hakka: the NMRPI model integrates e-learning with conventional teaching methods through five main activities, namely, nomenclature (N), music video (M), reading (R), phonetic symbols (P), and the Internet (I). 3. As a result of integrating e-learning into Hakka teaching, there are prominent improvements in accomplishing teaching goals, students’ learning and extended learning performance. 4. Through action research, teachers can accomplish the inherited mission of teaching and resolve the difficulties encountered in teaching. Furthermore, the course of action enables teachers to improve themselves through professional development as well as enhancing their devotion in services.