| Summary: | 碩士 === 國立屏東科技大學 === 科技管理研究所 === 105 === This study was based on the Diffusion of Innovations (DOI) theory, explored the Difficulties and Solutions occurred on the course of innovation diffusing when introducing Hakka language teaching into Kindergarten and extracted the key factors of the success of diffusion of innovations. This study applied Case Study Method to a Pingtung kindergarten that awarded by Hakka Affairs Council and County government for innovative performance for years. Explored the difficulties and solutions occurred on every stages of introducing Hakka language teaching for 25 years from 1992 to 2016, through analyzing interview information and collecting literatures. The result showed as follow:
(1)During Knowledge & Persuasion stages, Attitudes of Leaders is the key factor of the success of diffusion of innovations.
(2) Dilemmas like "atmosphere in general society that did not attach importance to Hakka language", "lack of Hakka language teaching materials and Hakka language teaching experience of teachers" and "unwillingness to learn of children". Therefore the school held a series of activities like orientations, result presentations and school competitions to rise recognition of Hakka language. The founder actively searching for Hakka language teaching materials and personally teaching in classes, and the executives work together with teachers to prepare teaching materials. Finally, participation, accomplishment and motivation of children improved through activities and competition awards.
(3) During Implementation stage, the school held teacher training programs to improve Hakka language teaching professionalism and granted substantial rewards to competitions winning teachers and students.
(4) Language is an important inheritance tool for culture, during Confirmation stage, the last stage of diffusion of innovations, children should not only speak Hakka in kindergarten but also further spread into family and community. Integrated curriculums with parent-child learning to bring Hakka language back into family and community to achieve Hakka language and cultural heritage and line with Hakka language promotion policy through government subsidy programs, competitions and community performances. Details as follow:
a. The continuous acquisition of 26 Hakka language subsidy programs through 2006 to 2017, granted the school with more resources and through recommendations after visiting evaluations to promote the diversification of teaching patterns.
b. Through 71 Hakka competition awards to form recognition and trust of parents.
c. Through community performances as stages for children to show self, integrated curriculums with local cultural to deepen the local identity, and accepting media coverages to continue the diffusion of innovations.
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