| Summary: | 碩士 === 國立中央大學 === 客家語文暨社會科學學系客家研究碩士在職專班 === 107 === Language is the cultural media, and Taiwan features various language and culture. To promote social justice and equity, to implement multicultural education, and to affirm cultural diversity, school education is responsible for respecting different ethnicity.
After the ministry of education officially incorporated Hakka learning into the national compulsory education curriculum from 90 academic year of Republic Era, the schools have become the field for mother language learning. However, due to rapid change of knowledge society, the instructional model and design of Hakka Language Curriculum should be adjusted, so that students are willing to learn Hakka language, thus improve the ethnic consciousness.
This research took second and third learning stage students in metropolitan areas as samples. The purpose of this research is to investigate the current status of curriculum content, instructional model, instructional strategy, and teaching efficiency of MOE-mandated curriculum and school-developed curriculum in 12-Year Basic Education. Major method adapted in this research is case study method and other three supportive methods used to collect data in this research are interview, observation, and questionnaire methods. The collected data was corrected by triangulation.
Base on the research findings, the competence-oriented Hakka learning can enhance learning interest and motivation of students, also can improve their listening and speaking ability of Hakka language. After the implementation of the curriculum, the Hakka cultural identity of students has been improved. On the other hand, the students showed more interest in the instructional model of competence-oriented curriculum, and the learning strategies in the curriculum can be leveraged by students to daily life and help them to solve day-to-day problems.
According to the results, competence-oriented teaching had achievement on for parts: 1. Enhancing students’ interests and motivation in learning; 2. Improving listening and speaking ability of Hakka; 3. Increasing ethnic identity in Hakka culture; 4. Contributing to problem solving skills for students based on the learning tactics in curriculums. All the results indicated the benefits of competence-oriented teaching to Hakka language teaching.
Keywords: Key Competencies, competence-oriented teaching, Hakka language teaching, teaching efficiency, school-developed curriculum
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