A Case Study of the School-Based Curriculum on Hakka Language in Kaohsiung Municipal Meinong Junior High School

• Main Author: 陳美婷
• Other Authors: 利亮時
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/84676431896228389094

碩士 === 國立高雄師範大學 === 客家文化研究所 === 102 === The purpose of this study is to explore the Meinong junior high school to promote the status of the school-based curriculum on Hakka language teaching and implementation way, trying to find out the key success of the promotion of Hakka language teaching, and puts forward some suggestions for reference. According to the research objective, “the Hakka movement and Hakka language use survey ”, “ education reform and school based curriculum ”, “ situated learning and language acquisition of new trend” of literature data collection, and talks with the research subject, Construction the theory basis of case. By methods of literature analysis, participation observation, depth interview and questionnaire survey method, to understand the situation, to promote the school personnel practice and graduate students on the course of Hakka feeling. The main factors to implement the school-based curriculum on Hakka language are the government policy attention and promotion, Meinong history and culture thick planting, local people of Meinong self-examination, administrative personnel's support and cooperation, foreign teachers' identity and integration, community resources in and support. In the aspects of the school support system and funds：reference merit school program and multi application funding sources, into the school routine work and reduce the burden of administrative execution, native language teachers less time number of Co-promote Hakka Affairs. In the Hakka language teachers and teaching hours： flexible curriculum flexibility, Hakka language teachers expertise to open . In the curriculum and teaching materials： the creation of a diversified Hakka associations , school characteristics teaching materials development, promote Hakka language certification. In Hakka language environment：static environment with Hakka Museum , campus situation and the class context , dynamic environment is the English-Hakka recitation drawing lots at flag-raising, Hakka teacher volunteers, Hakka into teaching and Mother Language Day to promote native speakers.