國小台語教學與課程設計

Abstract

國小台語教學與課程設計 摘要 本論文第一章是緒論，第二章是文獻探討，第三章為研究設計與實施，第四章為台語課程的規畫與實踐美感分析，第五章為研究結論與建議。 本研究探討國小台語教學與課程設計，先進行92所國小台語教學現況、教學人員不願擔任台語課之原因探討，並整理台語教學所面臨的疑難與困境是「拼音、台語專業知識不足、不習慣台語漢字」。先以「熱汽球比喻」探討美感經驗與語言政策、學校活動、社區支持、學生興趣、教師成就及家長需求的關係，進而採用課程美學探究取向之教育批評方法，分析偏鄉小型學校低年級狄米(化名)老師、都會大型學校中年級鍾珊(化名)老師、郊區中型學校高年級高晴(化名)老師和國小附設幼兒園游詩(化名)老師等四位經教育主管單位評鑑公告之台語績優教師的台語課教學歷程之美感經驗與實踐，以了解台語教學如何在有限的授課時數和不被重視的社會氛圍下，進行具藝術美感的有效教學，並教出台語的美。也分析四位績優教師如何透過台語課之動態生成的師生互動和教學技巧，陪伴學生調和理性與感性，以達覺察、和諧與統一。最後以量化兼質化的學生問卷，了解課程實效及學生感知。 本研究彙整長達半年的課程觀察及訪談，包含不同區域規模、各學習階段、銜接幼兒園台語教學之美感分析與策略，可提供實務教學參考。也獲致結論，在無法增加台語授課時數的情況下，台語教學應以師資為主導，重視師生互動的美感體驗，課程計畫應以教出台語的美為目標，以學生為中心設計結合生活之轉化融入的課程。專業而有美感的師生互動才是台語教學成敗的關鍵。本研究依結論提出對全面課程教學、教育主管部局處單位、學校社區家長、現職教師與支援工作人員、學生、教材出版社、台文系所及未來台語教學與課程設計研究的建議。

關鍵字： 台語課程美學、美感經驗、國小及幼兒園台語教學、語言教育、閩南語教學

Taiwanese Teaching Practices and Curriculum Designs in Elementary Schools Abstract This research on Taiwanese Teaching Practices and Curriculum Designs in Elementary Schools firstly has a broad investigation on the reasons why teachers have been afraid of teaching Taiwanese or why they are anxious while working on Taiwanese curriculum. Then the research has a further analysis on the difficulties, problems, and misunderstandings from teachers, students, parents, and schools. This research thus accordingly also provides a ’hot balloon’ explanation that aesthetic experience is much more important than language policies, school activities, community supporting, interests or motivation aroused from students, achievement developed in teachers, and parents’ practical consideration. Students would like to be more involved in Taiwanese classes on the reasons of being touched with their teachers who are enthusiastic and thoughtful about what they need. But the research also has an announcement that teaching what Taiwanese is and how beautiful and interesting it is will be the core-value to make Taiwanese teaching and curriculum more successful and aesthetic. Field investigation in four schools, including 3-to-12-year-old students for a semester, is on the purpose to find out how teachers develop a happy, effective, and aesthetic Taiwanese learning under the limitation of one-hour period. Therefore this research comes to a conclusion that teachers with willingness, confidence, and enthusiasm on teaching and learning Taiwanese could conquer the lacks in skills because that kids are attracted at the interaction and communication in Taiwanese in class more and they will finally learn Taiwanese up through aesthetic experiences associated with their lives. In short, teachers as the pivots are basically willing to teach Taiwanese, but they eagerly need more teaching training, a justice language education policy, and a long-term teaching support to help them teach happily, confidently, and aesthetically. Suggestions are provided as well in this dissertation.

Keywords: Taiwanese aesthetic curriculum, aesthetic experience, elementary and kindergarten Taiwanese pedagogic, language education, Taiwanese teaching