Research of Vernacular Knowledge and Local Identity for the Fifth Grade Students in Kinmen County

• Main Authors: Yu Chien Wei, 尤健維
• Other Authors: 江柏煒
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/37637154540278914571

碩士 === 國立金門大學 === 閩南文化研究所 === 99 === The main purpose of this research is to explore an empirical study of all fifth grade elementary school students in Kinmen County . In order to identify the current situation of these students’ vernacular knowledge and local Identity, the questionnaire method is employed for this research. There are 676 out of 698 samples included are of in effect. This research was beginning with the self-designed questionnaires are employed for the Kinmen County fifth grade elementary school students’ Vernacular Knowledge Scale and local Identity Scale Test. The data related were thereby obtained from via average、standard deviation T- test, one-way ANOVA, and Pearson product-moment correlation method with SPSS software package. The summaries and suggestions coming out from this search as bellows will be used as reference and to improve the indigenous education. I. The fifth grade students in Kinmen County did not tend to be familiar with vernacular knowledge. Vernacular identity appeared positive. II. As for the differences of vernacular knowledge caused by different background, the result of the “Vernacular Knowledge Scale”questionnaires showed that there were significant distinctions among variables as different gender and students’ school located area、the length of residence、source from local information、parents’ ethnic groups、parents’ level of education、the degree of Taiwanese language listening and speaking. III. The result of the “Local Identity Scale” questionnaires showed that there were significant distinctions among variables as grades、source from vernacular information、participation frequency of communal activities、participation frequency of folk activities、father ‘s level of education、the degree of Taiwanese language listening and speaking. IV. Students’ vernacular knowledge and local identity achieve remarkably positive correlation. Based on the above conclusions, suggestions are addressed as bellows to the current indigenous education and future study.