[ 摘要 ]

摘 要

本研究旨在探討國民小實施九年一貫課程母語教學時，所面臨的困難與問題，及謀求因應補救之道，而以康樂國小所實施之河洛母語教學為例。研究法包括：以現場觀測方式調查康樂國小學生之母語能力，以瞭解不同族群學生母語流失情形及針對全校教師、學生及家長進行問卷調查，並以SPSS套裝軟體作百分比，交叉分析，其中有關於師生對母語教學所持之態度並與江文瑜（1994）對台北縣所作調查對應比較。

根據研究結果，有下列幾項發現：

一、康樂國小學生不論河洛、客家及原住民族群，其母語均有流失現象，尤其以客語及原住民語最為嚴重。

二、國小實施九年一貫課程母語教學時，學校在行政上的配套措施，以實施母語教學日營造學生學習母語之環境與機會最有功效。

三、國小實施九年一貫課程母語教學所面臨的困難，依次為課程能力指標太高、缺乏合適教材及師資不足。

四、國小教師及學生均認為學生學習河洛母語難度最高的是「TLPA」（台灣閩南音標系統）的書寫與使用。

五、現職教師接受母語培訓及研習的比例偏少，亟待加強以因應教學之需要。

六、教師、學生暨家長對學校實施母語教學的態度，均表贊同與肯定。



[ 英文摘要 ]

Abstract

The purpose of this study is designed to discuss pooblems with impoementing mother tongue pedagogy in a 9-Year Joint Curricula in order to find solutions in Kang Leh Primary School. The research methodology includes: (1) on-site observation; (2) survey questionnaire to teachers, students and parents of students.

According to the study：

1. Language loss applies to any linguistic ethic groups in Taiwan, especially the indegenous languages.

2. The most effective pedagogy is, creating mother-tongue learning environment such as having “Mother Tongue Day”.

3. Difficulties in implementing mother tongue are: (1) high ability standards of Curriculum; (2) the lack of teaching references; and (3) having enorgh teachers.

4. Teachers and students both have same feelings that TLPA is not an easy way to learn for writing.

5. Training in teaching mother tongue for current teachers is not enough, the improvement of teachers’ professional abilities in primary school is necessary.

6. School teachers, students and parents of students all confirm the mother tongue teaching in Kang Ler Primary School.