| Summary: | 碩士 === 國立中央大學 === 客家研究碩士在職專班 === 98 === Hakka related topics in the field of academic research have gradually been taken seriously in recent years. Multiculturalism and respecting different ethnic groups have been the current trend in the world. Due to the fact that the younger generation in Taiwan in not familiar with the Hakka culture and consciousness, the author has decided to investigate what the cultural effects on third-year elementary-school students when the Hakka elements are added into the dance program. There are four objectives in this research:
(i) Reviewing the current status of Hakka elements in the dance program of Jian-Gong elementary school.
(ii) Analyzing the level of recognition and acceptance of students towards the Hakka dance program.
(iii) Investigating the functions and styles of the designed dance curriculum for this research.
(iv) Examining the methods, instructions, strategies and guidance the authors proposed during the course of incorporating Hakka elements in the dance curriculum through the action research so as to raise the professionalism and to attain personal growth of the teachers.
The research methods employed in this study were mainly action research and qualitative research. The data and material needed for this research were collected via author’s observation and personal participation, students’ transcripts, in-depth interviews, teachers’ and co-teachers’ daily work log, and course evaluation forms. Finally, the conclusions and suggestions were drawn based on analyzing these data.
Our study found that (i) the school leadership style is very important in the sense that the leader should maintain a normalized teaching environment without introducing too much extracurricular performance. (ii) curriculum design should be systematic and diverse in content to meet students’ capabilities and to increase students’ interests. (iii) use of multimedia, internet and personal experience also play an important role for letting students understand the way Hakka ancestor live their lives.
(iv) organization of teaching group can help to raise teachers’ professionalism.
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