幼兒族語桌遊課程之發展歷程與成效

The Development Process and Effects of an Indigenous Language Board Game Course for Preschool Children

排灣族語為「脆弱」等級的瀕危語言，現有研究多在探討幼兒族語沉浸教學的歷程與成果，發現幼兒下課後很少自發性地使用族語，也缺乏幼兒族語輔助教材的研究，本研究旨在發展幼兒族語輔助教玩具，以及提出相關教學策略。因此，本研究旨在探討幼兒族語桌遊課程之發展歷程與成效。研究目的有三︰一為以ADDIE模式發展族語桌遊課程；二為探究族語桌遊課程的實施方式；三為分析族語桌遊課程對幼兒族語聽說能力的影響。研究者以ADDIE模式發展一套族語桌遊課程，再以研究者任教的屏東縣一所公立幼兒園，其中6名5足歲大班幼兒為研究對象，進行三個月、共計20次的族語桌遊課程。在實施教學前後，以自編之「幼兒排灣族語聽說能力測驗」施測，分析施測分數來評幼兒族語聽說能力的進步情形，並輔以質性觀課與教學省思等資料，呈現幼兒學習族語的情形。研究結果如下：
一、以ADDIE模式中的分析、設計、發展、應用及評估步驟，發展一套「macaqu」桌遊課程。
二、實施族語桌遊課程的方式為：情境引導詞彙與句型、聽力活動、口說活動、對話模擬應用、操作桌遊，均以遊戲形式進行，增進幼兒對族語課程的興趣。
三、研究者以無母數檢定分析發現，經過族語桌遊課程後，幼兒族語的聽力及口說能力皆有顯著的提升。
研究結果可以提供給幼兒園族語教學與後續發展族語教材參考。

The Pinayuanan is classified as a critically endangered language. Current research primarily focuses on investigating the process and outcomes of immersion learning for young children. It has been found that after class, children rarely use the language spontaneously, and there is also a lack of research on instructional materials for young children learning the Pinayuanan. The purpose of this study is to develop educational tools that assist in teaching the Pinayuanan to young children and to propose related instructional strategies.
This study investigated the development process and effects of an indigenous language board game course for preschool children. The research objectives were to develop an indigenous language board game course using the ADDIE model, explore the approaches to apply the course, and analyze the effect of the course on preschool children’s indigenous language listening and speaking abilities. The board game course was developed using the ADDIE model and applied on 6 preschool children aged 5 years in a public kindergarten in Pingtung County for 20 sessions over the course of 10 weeks. Before the course started, a self-developed Paiwan language listening and speaking ability assessment scale for preschool children was administered, and the statistical data were analyzed to evaluate the children’s Paiwan language listening and speaking abilities. Qualitative class observations and teaching reflections were performed to analyze the children’s language learning process. The conclusion is as follows:
1. The ADDIE model, which comprised the steps of analysis, design, development, implementation, and evaluation, was applied to develop the“macaqu”board game course.
2. The course was taught through situation-guided vocabulary and sentence pattern instructions, listening and speaking games, dialogue simulations, and board games to reinforce preschool children’s interest in Paiwan language.
3. According to the nonparametric statistics analysis, the children had their Paiwan language listening and speaking abilities improved significantly after completing the 10-week board game course.
The research findings can be applied to preschool indigenous language instruction and serve as a research reference for future development of instructional materials for indigenous language teaching.