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屏東縣幼兒客語沉浸師資培育成效與教學實踐現況研究 ; Teacher Training Efficiency and Teaching Practice of Preschool Hakka Language Immersion Teachers in Pingtung County
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Abstract:
本研究旨在探討屏東縣幼兒客語沉浸師資培育成效與教學實踐之現況；同時瞭解在不同背景變項下，其培育成效與教學實踐現況之差異情形，以及兩者間之相關性。本研究透過問卷調查之方式蒐集資料。問卷調查係以屏東縣 108 學年度（2019 ~ 2020 年）參與客語沉浸教學之幼兒園教保服務人員為研究對象。本研究以自編之「屏東縣幼兒客語沉浸師資培育成效與教學實踐現況之調查問卷」為研究工具，共計發出55份問卷，回收有效問卷為54份。調查所得資料採取平均數、標準差、t考驗、單因子變異數分析、皮爾遜積差相關等統計方法進行分析。依據資料分析之結果，本研究歸納以下結論：一、總體成效及教學實踐現況優良，另就其培育成效和教學實踐現況之各構面而言，兩者均以「專業成長能力」之成效和實踐現況表現最佳。二、師資培育成效及教學實踐現況受教師年齡、取得客語能力認證與否，以及客語任教年資不同而具顯著差異。另，教師每年預估參與客語沉浸師培之時數則在師資培育之「專業成長能力」構面上的成效具顯著差異；而教師的教學職務則僅在教學實踐現況的表現具顯著差異。三、師資培育成效及教學實踐現況不受教師的歸屬族群、教育程度、任職園所參與客語沉浸教學的期程、最感興趣的客語沉浸師培課程主題，以及是否曾參加非客語沉浸教學之其他培訓課程等因素而有顯著差異。四、教師在「幼兒客語沉浸師資培育成效」與「幼兒客語沉浸教學實踐現況」呈現正相關，亦即「幼兒客語沉浸師資培育成效」愈佳，其在「幼兒客語沉浸教學實踐現況」的展現愈佳。 基於上述研究結論，本研究提出數項原則性建議，期作為教育行政機關、幼兒客語沉浸師資培育單位、幼兒客語教師以及未來研究之參考。 ; The purpose of this study is to investigate the training efficiency and teaching practices of preschool Hakka language immersion teachers in Pingtung County. Meanwhile, this study aims to understand the difference in training efficiency and teaching practices among different background variables, and the correlation among them. The data were collected through questionnaires. The participants of the questionnaires were mainly from 54 preschool immersion teachers and caregivers in Pingtung County, who participated in Hakka language immersion program from 2019 to 2020. The questionnaire was designed by the researcher. A total of 55 questionnaires were sent out and 54 valid questionnaires were returned. The survey data was analyzed by descriptive analysis, T-test, One-Way ANOVA and Pearson correlation. Based on the results of data analysis, the following conclusions are summarized:1. The training efficiency and teaching practice are excellent. Among them, the “professional growth” is the best among the four dimensions.2. The current situation of the training efficiency and teaching practice is significantly different among the following teachers’ background variables: “age”, “certified Hakka language proficiency”, and “length of service”. The dimension of “professional growth” is significantly different in terms of “The hours of participating in Hakka language immersion program training”. Then the teaching practice is only significantly different in terms of "job position".3. The training efficiency and teaching practice is not significantly different among the the variables of “ehtnic group”, “educational level”,“the length of participating in Hakka language immersion program”, “The most interesting training topics”, and “whether teachers participate in other training courses”.4. There is a significant correlation between training efficiency and teaching practice. In other words, the better the training efficiency, the better performace in the teacing practice. Based on conclusion, the researcher recommends suggestions in the aspects of administrative organization, teacher development program, Hakka language immersion teachers, and future academic research.
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Keyword:
teaching practice;training efficiency;Preschool Hakka language immersion teacher;heritage language teaching; 教學實踐現況;培育成效;幼兒客語沉浸師資;本土語教學師培
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URL: http://140.127.82.166/bitstream/987654321/20733/1/109NPTU1094005-001.pdf
http://140.127.82.166/handle/987654321/20733
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