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| 題 名 | 應用Kano二維品質分析模式於族語教學研究:以原鄉中小學為例=Applying Kano Two-Dimensional Quality Analysis Model in Ethnic Language Teaching: A Case Study on Elementary and Junior High School of Indigenous Areas |
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| 作 者 | 黃燕萍; 丁秋瑤; 梁玉鳳; | 書刊名 | 台灣雙福三創管理評論 |
| 卷 期 | 3:2 2023.06[民112.06] |
| 頁 次 | 頁11-20 |
| 分類號 | 803.99 |
| 關鍵詞 | 鄒族; 族語教學; 教學品質; Kano二維品質模式; 敏感性分析; Tsou; Indigenous teaching; Teaching quality; Kano two-dimensional quality; Sensitivity; |
| 語 文 | 中文(Chinese) |
| 中文摘要 | 族群文化延續的主要依靠語言,語言包涵了一個族群文化的傳承,所以當族 語教師在教族語課的同時,也能透過族語教學讓學生更能認識自己文化,提昇學 生學習族語的成效,進而使族語能保存傳承下去。本研究以教學品質的角度來看, 應用 Kano 二維品質模式來探討原鄉中小學鄒族語教學品質,分析教學品質要素 所具有的品質屬性,並進行歸類。再運用滿意影響力與不滿意影響力分析教學項 目敏感性,找出學生最有興趣之學習方式,以提升族語教學效果。本研究結果發 現學生最感興趣為「老師多說些鄒族故事」、「能多玩一些遊戲」、「講鄒族的 人文歷史」、「上課風趣又親切」與「多一些課本以外的內容」,最不感到興趣 的項目為「課本增加幾課課文」、「由班導師來上族語課」、「課本增加族語文 字」、「課本增加羅馬拼音內容」、「老師全部用族語上課」。最後,本研究從 原鄉中小學生對族語教學的看法,提供原鄉學校教學教師在實務面上的意涵進一 步討論,並提出建議評估教學品質之參考依據。 |
| 英文摘要 | The sustainability of culture of an ethnic group relies on its language which includes the cultural heritage. Therefore, as teaching indigenous language lessons, teachers can also assist students in being aware of their own culture through indigenous language teaching. This study referred to Kano Model for researching indigenous language teaching at elementary and junior high school of indigenous areas. From the perspective of teaching quality, this research uses the Kano two-dimensional quality model to explore the quality of Tsou language teaching, analyzes the quality attributes of teaching quality elements, and classifies them. Then use the satisfied influence and the dissatisfied influence to analyze the sensitivity of the teaching project, and find out the learning methods that students are most interested in, so as to improve the effect of ethnic language teaching. The results of this study found that students were most interested in “telling more Tsou stories for teachers”, “being able to play more games”, “telling about the humanities and history of the Tsou”, and “having a fun and friendly class”, as well as “more content other than textbooks”. The items that they were least interested in were “add a few more texts to the textbook”, “Let the class teacher teach the ethnic language class”, “add the ethnic language text to the textbook”, “Add the Roman phonetic content to the textbook”, “The teacher will teach all the ethnic language classes”. Finally, this study provided suggestions on the practical implications for teachers in elementary and junior high school of indigenous areas for assessing teaching quality. |
本系統中英文摘要資訊取自各篇刊載內容。