| Summary: | 碩士 === 國立東華大學 === 臺灣文化學系 === 107 === This study explores current situation of Minnan dialect instruction in Hualien Ming Yih Primary School and by research methods such as literature review, content analysis, experimental instruction and case interview, it explores obstacles and stratey of Minnan dialect experimental instruction and enhances students’ learning interest and efficacy.
The study focuses on instructional activity of local language course and conducts content analysis by literatures. Concept of Grade 1-9 Curriculum is the theoretical base. It introduces different teaching strategies in teaching activities to allow students to experience planned and meaningful learning and serve as reference for teachers.
As a person who designs and implements teaching activities, the researcher concludes realistic situations and obstacles, as shown below:
1. Selection strategy of Minnan dialect teaching materials: teaching material selection should comply with school-based development and instructional objectives in order to reinforce teaching quality and efficacy.
2. Minnan dialect course planning: it should enhance the promotion to allow parents and students to recognize course selection method and importance and actively participate in learning for the sustainability of native language culture.
3. Effective strategy of first and second grade Minnan dialect instruction: Minnan dialect teachers’ teaching strategy and style can result in students’ learning interest and properly provide feedback and encourage students. Effective strategies are shown as follows.
(1) Happy learning in games. (2) Based on listening and spekaing.
(3) Multiple evaluations. (4) Group instruction.
(5) Encouragement instead of blame. (6) Use of collaborative instruction.
(7) Use of environmental resources.
4. Parents’ identification and cooperation with local language enhance teaching outcome and lead to positive parent-children interaction.
5. Required teaching competence of first and second grade Minnan dialect teachers
(1) First and second grade Minnan dialect teachers should possess professional knowledge
(2) First and second grade Minnan dialect teachers should possess instructional enthusiasm and life experience in order to develop creative and enthusiastic teaching atmosphere.
The process of research and previous conclusion aims to serve as reference for educational authority, teachers, parents and future researchers.
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