結構化的客家語教材以康軒版客家語第一冊為例

Structuralized Design of Hakka Teaching Materials Using Kang Hsuan Grade One as an Example

10.7035/JSE.200412.0137

徐賢德(Hsien-Te Hsu)

客家語教材 ； 詮釋結構模式 ； 結構化教學 ； 學習地圖 ； Hakka teaching materials ； Interpretive Structural Model ； structuralized learning ； learning map ； Interpretive Structural Model abbr. ISM

市師社教學報

3期（2004 / 12 / 01）

137 - 152

繁體中文

台彎於九十學年度開始實施九年一貫課程，鄉土語言開始納入學校的課程，目前在鄉土語言教學的實施過程中，卻發現諸多困難，諸如：社會與家長的爭論、師資安排、課程安排、教材編纂、教學方法、學校行政措施支援、文字與標音符號紊亂、語音與腔調上的問題、教學成果發表評鑑等種種的問題。 本文是以康軒國小客家語課本第一冊為範圍，將教材予以結構化的研究，並以電腦軟體程式輔助數學運算過程，重新編排學習項目的順序與學習路徑(Learning path)或學習地圖(Learning map)，讓教師本身檢視自己的知識體系，一方面幫助學習者可以快速學習，以減輕教師的負擔，與幫助學習者建立自身的知識體系，達到有意義學習(meaningful learning)，減少過去的記誦、強記片段的知識之弊端。

The main objective of this study is to adopt the first stage of the nine-year integrated curriculum of the elementary school Hakka language course, where the scope of Grade One would be used, and conduct empirical studies on the Interpretive Structural Model and structuralized learning method. Computer programs will be utilized to assist the process of mathematical calculation, the procedure of reorganizing the learning items, the establishment of a scientific learning path and learning map, as well as creating a more efficient learning structure. On one hand, this will allow the teachers themselves to examine their own knowledge system; and on the other hand, help the learners to rapidly acquire new knowledge when entering into a new field of learning. This will subsequently reduce the burdens on the teachers, and help learners to build their own knowledge system in order to achieve a meaningful learning, and avoid the abuse of recitation and forced memorization of partial knowledge in the past.