臺灣國民小學九年一貫課程客家語教材之演變分析(2001-2018)
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2019
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本研究首先探討本土語言教育之發展背景，梳理本土語言教育從無到有，最後於九年一貫課程，單獨設科教學之歷程，瞭解本土語言教育政策之演變。接著分析三個年度之客家語課綱，羅列課綱的變化，比較不同之客家語課綱所著重之方向有何不同。後續再梳理客家語教材之歷程演變，整理九年一貫課程實施之前與之後的客家語教材，討論地方與中央政府對於客家語教材編輯與出版的影響。
九年一貫國小客家語教材之變遷與比較為本研究的核心，藉由四個項目：編印設計、課文內容、教學實施、學習評量。討論部編版、康軒版、翰林版，在不同課綱之間，各自客家語教材之變化。最後再綜合比較三個版之客家語教材變遷。
再來將前項統整之客家語教材變遷內容，放置於歷史脈絡中。從課綱層面、拼音層面與學習評量層面，三個層面探討影響客家語教材演變之可能原因。最後根據本研究之成果，總結九年一貫課程國小客家語教材之演變，並給予十二年國教課綱，國小客家語教材之建議。
The research will first probe into the context of Taiwanese native language education, and to understand how the policy of native language education developed from scratch to become a individual subject in Grade 1-9 Curriculum. Secondly, this research will analyse three years of Hakka language course curriculum by listing the changes throughout the years and comparing how the emphasis differ. Then the research will narrate how the textbooks of Hakka language developed, and compare the difference before and after the Grade 1-9 Curriculum policy was implemented. Furthermore, the discussion of how did central and local government affects the arrangement and publication of Hakka language textbooks will also be mentioned. The basis of this research is the comparison and development of Hakka language in the elementary education of Grade 1-9 Curriculum. Four sections are included in the basis: design, content, implementation in teaching and evaluation. The research also discusses variations among Hakka language textbooks published by the official（部編）, Kang Hsuan Publishing（康軒） and Han Lin Publishing（翰林）in different curriculum throughout history. The overall comparison of the variation lies in the end of the basis. The arranged content mentioned above will be put in the historical context in the following part of this research. It will be discussing the possible aspects in three aspects: curriculum, ping-yin and learning evaluation At last, the research will wrap up the overall development of the Hakka language textbooks in the elementary education Grade 1-9 Curriculum, and try to provide solid advises for the following education curriculum of twelve-year compulsory education（十二年國教）.
The research will first probe into the context of Taiwanese native language education, and to understand how the policy of native language education developed from scratch to become a individual subject in Grade 1-9 Curriculum. Secondly, this research will analyse three years of Hakka language course curriculum by listing the changes throughout the years and comparing how the emphasis differ. Then the research will narrate how the textbooks of Hakka language developed, and compare the difference before and after the Grade 1-9 Curriculum policy was implemented. Furthermore, the discussion of how did central and local government affects the arrangement and publication of Hakka language textbooks will also be mentioned. The basis of this research is the comparison and development of Hakka language in the elementary education of Grade 1-9 Curriculum. Four sections are included in the basis: design, content, implementation in teaching and evaluation. The research also discusses variations among Hakka language textbooks published by the official（部編）, Kang Hsuan Publishing（康軒） and Han Lin Publishing（翰林）in different curriculum throughout history. The overall comparison of the variation lies in the end of the basis. The arranged content mentioned above will be put in the historical context in the following part of this research. It will be discussing the possible aspects in three aspects: curriculum, ping-yin and learning evaluation At last, the research will wrap up the overall development of the Hakka language textbooks in the elementary education Grade 1-9 Curriculum, and try to provide solid advises for the following education curriculum of twelve-year compulsory education（十二年國教）.
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客家, 客家語, 客家語教材, 九年一貫, Hakka, Hakka language, Hakka language textbooks, Grade 1-9 Curriculum