國小客家學童族群認同教育之研究－－以新竹縣關西地區客家學童為例

A Study on the Hakka Ethnic Identity Education–A Case Study of Elementary School Hakka Students at the Guansi Area in Hsinchu County

本研究旨在探究客家族群認同教育，並以新竹縣關西地區國民小學高年
級客家學童為例進行分析。本研究採問卷調查法，調查對象為新竹縣關西鎮9所公立小學普通班高年級29班，共計607位客家學童，回收543份，得有效問卷461份，回收率為89.45%。所獲取的資料，以次數百分比進行分析，其重要結果如下：
（一）關西地區國小高年級客家學童的客家語聆聽程度高於說話程度，約有六成為聽懂客家語，而說話程度則約只有四成為流利程度。而學童在家中主要使用語言絕大部分是國語，家長和子女用國語交談的比例高達83.3%，使用客家語的則只佔15.2%。而關西地區客家學童在「客家語師資」、「客家語教學方式」、「客家語學習成效」、「客家語學習態度」、「客家語教材」及「客家語學習意願」六個層面上，表現之平均得分皆於中數之上。但「客家語使用」及「接觸客家語媒體頻率」上的平均得分偏低，皆低於中數3。
（二）關西地區國小高年級客家學童，在族群認同整體與各層面的平均得分介於3.30~3.97之間，顯示關西地區國小高年級客家學童在族群認同各層面情況良好。
（三）推動客家族群認同教育時，學習語詞的選擇上可以與客家食物及傳統習俗相關內容為主，學習內容的重點可以知道客家人的特性、優點及民族性為主，學習過程則可致力於讓學童接納及認同自己的客家族群身分並願意說客家語為主軸。而拼音及音標系統，可考慮在二或三年級時才實施拼音教學，並多採活動和分組方式及隨機教學，也應重視家庭、學校與社區三方面之密切結合，並多利用客家語媒體頻道進行客家語學習。本研究針對研究結果，提出五項建議，以供參考。

The purpose of this study was to investigate Hakka ethnic identity education based on a case of elementary school senior Hakka students at Guansi area in Hsinchu County. This study intended a self-compiled questionnaire “The Guansi Area's Elementary School Senior Hakka Students' Ethnic Identity Scale'' as the survey instrument to collect empirical data.607 Hakka children at nine public elementary schools in ordinary classes with high grades of 29 classes at Guansi town in Hsinchu County participated in this study. 543 were retrieved and 461 were valid. The main findings were as follows:
1.The elementary students ability of Hakka listening was better than the students ability of Hakka speaking. And most Hakka elementary students used Chinese Mandarin not Hakkanese to communicate at home. And the performances of Hakka elementary students in six areas (teacher performance, teaching strategy, learning outcome, learning attitude, teaching material, learning willingness) were above medium level. However, the performances in two areas (using Hakkanese and the frequency of using Hakka media channels) were below medium level.
2.The performances of Hakka elementary students in ethnic identity were above medium level.
3.When we promoted Hakka Ethnic Identity Education, we could put more emphasis on Hakka food and traditional customs nouns, Hakka good characteristics, Hakka ethnic self-identification and willingness to speak Hakkanese. Hakka Phonetic symbolic system was recommended teaching at second or third grade and also activities teaching, grouping teaching and incidental teaching were also recommended. Besides, family, school and community should be worked together and used Hakka media channels more often to learn Hakkanese.
Finally, based on findings, some suggestions were provided.