| 摘要: | 中文摘要
本研究旨在瞭解幼稚園客語生活學校進行祖孫代間學習的互動歷程及成效，以評估實施客語生活學校代間學習的成果，並探討研究者在祖孫代間學習之省思及專業的成長。
本研究採行動研究法，發展代間學習課程，並用參與觀察、訪談及文件收集三種方式收集資料。以 16 位幼稚園幼兒之祖父母，以及客語生活班 20 位 5 歲大班幼兒為研究對象，使用的研究工具包括代間活動觀察紀錄、訪談紀錄、學習評量以及教學省思，並使用文件分析法分析研究資料。
研究期程自 2012 年 1 月至 4 月，以節慶美食、社區生活以及客家文化三個主題，進行六次代間學習活動，研究結果如下：
一、研究者透過行動研究，發展出適合幼稚園客語生活代間學習活動。其中克服經費的限制，並善用社區與祖父母人力的資源，規劃符合祖孫需求與結合社區生活之代間學習課程。
二、客語生活祖孫代間學習活動，提供幼兒體驗和學習客語之機會，使幼兒的客語學習更具成效；活動雖仍有場地、時間、課程性質上的部分限制，但也實際達到客家文化傳承、代間互動之體驗教學目的。
三、客語生活代間學習的實踐，對祖孫代間互動具正面意義。活動過程中，祖父母可感受到幼兒對其之尊重，幼兒亦感受到祖父母對其之關愛與照顧；雖活動中僅能於現場改善祖孫互動方式與效果，但可作為未來持續深耕之方向。
四、經過行動歷程，幼稚園建立客語生活代間學習課程模式，以循序漸進及多元化為特色進行活動，不但可以發展成為未來的園所特色，更提升教師代間教育的專業成長。
依據上述結論，本研究提出的建議如下：
一、對幼稚園所的建議
（一）鼓勵幼稚園發展各園的教學特色，並配合在地的文化保存。建立幼稚園、家庭與社區的網絡，經營三者之間的夥伴關係。
（二）園長應具備代間教育之概念，針對高齡祖父母的人力善加運用，同時化解園內祖孫的代間互動問題，計畫性的實施祖孫代間學習活動。
（三）建議幼稚園教師推動代間課程，透過生活與教學的主題，融入祖孫代間學習的活動課程。以培養幼兒「親老」、「尊老」與文化認同。
（四）以祖孫興趣與需求為前提，讓祖孫在自然且愉快中學習，才能落實客語生活代間學習的教學，達到推展客家文化融入代間教育的目的。
二、對未來研究的建議
（一）延續幼稚園客語生活代間學習模式，進行代間學習相關研究主題，規劃適當的代間學習活動，配合在地社區生活與文化的傳承與創新。
（二）考量增加研究區域與範圍，期以普遍實施客語生活代間學習。規劃出好的空間，實現更優質的代間學習，讓祖孫共享代間互動的樂趣。
（三）提升教師對代間學習的認識與了解，教師宜在教學的計畫中，規劃與實施代間活動，在代間學習活動中，提高祖孫互動與成長的機會。
（四）應用在地的文化特色或生活，發展出適合於幼稚園的代間學習課程，
爭取政府或企業的支持，讓祖孫代間學習課程活動在幼稚園中落實。
Abstract
The purpose of the research is to investigate the development of interactive courses and effectiveness of the intergenerational learning process between grandparents and grandchildren in a Hakka Language Kindergarten. During the process, the researcher evaluates the intergenerational learning outcomes and explores the retrospection and professional development.
The study used action research to develop intergenerational learning courses and collected data from observation, interviews, and documents. The participants were 20 five-year-old children in a Hakka Language Kindergarten and 16 grandparents. The research instruments included intergenerational learning activity observation, learning evaluation, and teaching reflections. The data was analyzed by document analysis.
The research was conducted between January to April, 2012, with six intergenerational learning activities: festival food, community life, and Hakka culture. The research results are as follows.
1. Through action research, the researcher developed effective intergenerational learning activities for a Hakka Language Kindergarten by overcoming budget constraints and collaboration with communities and grandparents.
2. Intergenerational learning at a Hakka Language Kindergarten offers children opportunities to experience ad learn Hakka which helps Hakka learning more effective.
3. Positive interactions between grandchildren and grandparents are more likely to achieve by practicing intergenerational learning at a Hakka Language Kindergarten.
4. Through action process, intergenerational learning at a Hakka Language Kindergarten could be viewed as a distinguished feature for kindergartens and be adapted in teachers’ intergenerational education in their professional development.
According to the above conclusions, the researcher proposed the following suggestions and recommendations for kindergartens and future research.
1. For kindergartens:
(1)Schools are encouraged to develop their own distinguished teaching focus and to conserve local cultures. Schools are encouraged to establish the networks between preschools, families, and communities to maintain the partnerships.
(2)Kindergarten principles are encouraged to equip concepts of intergenerational education, and implement the intergenerational learning activities though recruiting elderly human resources and resolving the problems in intergenerational interactions.
(3)Kindergarten teachers are encouraged to promote intergenerational courses through living and teaching.
(4)Intergenerational learning should emphasize on the learning interest among grandchildren and grandparents to effectively practice teaching Hakka language.
2. For future research:
(1)Future research should extend the intergenerational learning models in Hakka Language Kindergarten, conduct research related to intergenerational learning, plan proper learning activities, coordinate with the inheritance and innovation of local community life and culture.
(2)Future research should increase research areas and scopes, to popularize the intergenerational learning of Hakka language.
(3)Enhance the teachers’ awareness and understanding to the intergenerational learning. The teacher should plan and implement the intergenerational learning in programming the teaching activities, while increase the chances of interaction and development between grandparents and grandchildren in intergenerational learning activities.
(4)By utilizing local culture and life styles, future research should work out proper intergenerational learning courses and seek support from governments or enterprises. |
