非客籍地區「客家兒童歌謠」教學之行動研究
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(5) . The Action Research of Education for “Hakka Child Ballad” in Non-Local area Abstract In this research, the learning process of Hakka child ballad for students is investigated by action research which means the teacher with researcher identity. Moreover, the situations what teachers are faced during practicing this approach of education are studied. Hakka child ballads not only with some characteristics, including vernacular, bright temple and pronunciation, but contains the spirit of Hakka culture and literariness for education. Therefore, some topics, including Hakka child ballad education if interest the students who in non-local area to learn Hakka culture, how to popularize the Hakka culture by Hakka child ballad education, and how to adjust teaching strategy and improve the teaching issues for teacher, are investigated by process of action research in this study. Hakka child ballad is a teaching tool and it implemented in teaching material at floweret (alias) elementary school in Tainan. The author edited the teaching material which contains total six topics and practiced in twelve weeks (two classes a week). The information is collected from author, assistant teacher, students, and parents during classes. There are some discussions and comments of results after the data are analyzed by author. The research results are summarized. 1. For lower classman, Hakka child ballad is suited to be teaching material for popularizing Hakka culture and language. 2. Learning motivation could be increased by learning Hakka child ballad for lower classman. 3. To use familiar simples and gestures could help lower classman to learn the pronunciation of Hakka language. 4. Various teaching approaches for teaching material could interest students. 5. The technical instruments could make up the deficiency in traditional education.. Keywords: Hakka child ballad, Hakka language education, action research. .
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(31) 所以現在留存下來的傳承歌謠中，可以很容易發現，其內含有豐厚的為保存 客家話的語音，和由成人所設計、主導的，要求客家兒童接受教育、知識經 驗的意味在內。謝俊逢就傳承童謠重要特徵作舉例說明：39 1.. 在客家語音訓練方面： 兒童初學母語的時候，為訓練其發音，把發音相近或收韻相同的字. 和相類似的事物聚在一起，讓兒童練習辨別，而童謠中加入許多聲韻活 潑又富變化的詞，使兒童不會感到枯燥乏味。例如：華龍寺個鼓，打爛 布來補；唔知鼓補布也布補鼓？ 2.. 在知識傳習方面： 以詼諧的、輕鬆的詞句的童謠，作為兒童學前教育的題材，來迎合. 兒童的心理，達到寓教於樂的目的。例如：一一一，松樹尾上一管筆。 兩兩兩，兩子親家打巴掌。三三三，脫去棉襖換單衫。四四四，兩子親 家打鬥戲。五五五，五月十五好嫁女。六六六，河背樹莊火燒屋。七七 七，天上落雨地上濕。八八八，窮苦人家捋粥缽。九九九，兩子親家飲 老酒。十十十，粢粑粄仔軟折折。 3.. 含有教訓意味方面： 客家人念祖，童謠之中加入了一些祖先的遺訓及長輩的經驗，為使. 兒童容易接受，攙雜了一些活潑、有趣的語詞，沖淡嚴肅的一面。例如： 蟾蜍囉，蟾蜍囉，囉咯囉，唔讀書，毛餔娘。 4.. 含有滑稽或諷刺意味方面： 傳承客家童謠中，含有諷刺和戲謔意味的詞句很多，像這一類的童. 謠，倍受客家兒童喜好。例如：先生教. 人之初，. 教先生打山豬，. 山豬漂過河，跌到先生背駝駝。 5.. 含有團體遊戲動作方面： 客家人居住的環境生存不易，處處防範異族的侵襲，為培養兒童的. 團結力、凝聚力及對族群的認同和向心力，故客家傳承的童謠與遊戲結 39. 參見謝俊逢〈客家話與童謠〉 ，載於曹逢甫、蔡美慧編《台灣客家語論文集》 ，台北：文鶴，民 83，頁 206-211。 21.
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