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研究生: 黃麗容
Kitty Huang
論文名稱: 紐西蘭毛利語教育之研究—以小學「完全浸滲式」毛利語教學為例
On Maori Language Education: Total Immersion Maori Program
指導教授: 張建成
Chang, Chien-Chen
學位類別: 碩士
Master
系所名稱: 教育學系
Department of Education
畢業學年度: 87
語文別: 中文
中文關鍵詞: 毛利教育毛利語教育浸滲式語言教學「完全浸滲式」毛利語教學
英文關鍵詞: Maori education, Maori language education, Immersion language programs, Total Immersion Maori language programs
論文種類: 學術論文
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  • 教育部實施鄉土教學之後,台灣原住民母語教育的規劃,是採由上而下的方式逐漸推行。原住民教育法案也在民國八十六年通過,不久的將來會成立族語幼稚園或小學。對照來看,目前紐西蘭毛利人的母語教學與台灣不同,是採由下而上的推廣方式,族語幼稚園—語言巢可說是蓬勃發展,而小學階段的族語教學更是普遍,其中的完全浸滲式毛利語教學,只要有資源、條件的配合,預估將成為最有成效的教學模式。因此,本文旨在探討毛利語教育的發展背景,並介紹其小學階段「完全浸滲式」毛利語教學的理論與實務,期盼提供台灣原住民母語教育,甚至日後設置族語小學教育的參考。
    基於上述目的,本文採文獻分析與晤談並重的研究法,輔以實地參與、觀察。研究者在紐西蘭停留五週,一方面蒐集相關文獻,以補國內資料之不足,並進入Waikato大學圖書館,網羅紐西蘭當地學者的論著、官方文件及研究報告。另一方面,為了呈現小學完全浸滲式毛利語教學的實況,印證「浸滲式語言教學」的理論,擬定半結構式的訪談表後,進入兩所實施完全浸滲式教學的小學從事訪談工作。受訪對象總計八名,包括學校成員—校長、毛利語教師、董事會成員六名,以及雙語(毛利語/英語)學者兩名。訪談資料謄寫成文字稿後,再加以分析討論。茲將研究發現歸納如下:
    1. 紐西蘭毛利語教育是族群社會覺醒的產物。
    2. 紐西蘭毛利語教育有政府法令的配合。
    3. 推動紐西蘭小學毛利語教育的關鍵人是校長。
    4. 毛利兒童是否接受小學毛利語教育,尊重家長選擇權。
    5. 政府有特別款補助小學推動毛利語教育。
    6. 經費運用各校各有考量重點。
    7. 從事毛利語教育的人力資源多樣。
    8. 毛利語課程的實施遵循《紐西蘭課程大綱》。
    9. 活動的實施展現毛利文化的特色。
    10. 所在的社區對教學的實施有共識。
    根據上述發現,本研究分別對紐西蘭小學毛利語教學、台灣原住民母語教學、以及後續研究,提出若干建議,以供參酌。

    Aboriginal language education in Taiwan follows in the steps of up-to-bottom policies after Community and Local Study Programs launched by Ministry of Education. Pilot language programs, either in aboriginal kindergartens or primary schools, tend to be on the way with Aboriginal Education Act passed in 1997.Take Maori language education for example. Maori language programs are set up in a bottom-to-top style, slightly different from those in Taiwan, with Te Kohanga Reo (language nest) thriving in kindergartens and Maori Medium Education prevailing in primary schools. Among all, total immersion Maori programs in primary schools are bound to be a most effective teaching model, if sufficient resources and profitable conditions are available. Thus, this study aims to explore the historical contexts of Maori language education, introduce the theory and practice of immersion Maori programs, and give Taiwan aboriginal language education some food for thought. Moreover, some suggestions mean to benefit the establishment of aboriginal primary schools in the near future.
    To fulfill these purposes, the researcher employs literature analysis and semi-structured interview as the main study approaches. Field study is engaged in New Zealand for five weeks. The General Library located in University of Waikato provides the researcher ready access to government documents, literature review by local educators and related research papers, which offer supplementary information not obtained in Taiwan. On the other hand, school-based interview centered on two schools adopting total immersion Maori programs serves to reveal the actual teaching milieu and clarify the theory of immersion language programs. The subjects for interview amounts to eight persons, including six school personnel---principals, Maori teachers, Board of Trustee’s representatives--- and two bilingual educators. The researcher cites each subject’s statements in order of themes to undergo discussion and analysis. Major findings on total immersion Maori programs in primary schools are as follows:
    1. Maori education in New Zealand derives from the awareness of Maori community.
    2. Maori education in New Zealand uses government policies as a guide.
    3. The key man supporting the promotion of Maori education in a primary school is the principal.
    4. Whether all Maori children should accept Maori Language programs depends on their parental choice.
    5. The government has offered a bulk grant for the promotion of Maori language education.
    6. The allocation of Maori language funds varies from school to school, with its own priority.
    7. The human resources engaged in Maori language education are of great diversity.
    8. Teaching practice of Maori language programs should follow NZ curriculum Framework.
    9. Teaching activities put stress on the display of Maori culture.
    10.Immersion Maori programs are adopted in a school where its community has consensus.

    《目次》 第一章  緒 論 1 第一節 研究動機與目的 1 第二節 研究方法與步驟 4 第三節 研究範圍與限制 16 第二章  研究背景 23 第一節 紐西蘭概況 23 第二節 毛利人概況 34 第三節 毛利人教育概況 44 第三章  毛利語的流失與復興 58 第一節 毛利語的流失 58 第二節 毛利語語言復興運動 66 第三節 政府的對應措施 78 第四章  浸滲式毛利語教學的理論基礎 86 第一節 母語與雙語 86 第二節 雙語教育的類型與效果 88 第三節 浸滲式語言教學的模式 95 第四節 浸滲式毛利語教學的發展 103 第五節 小學階段完全浸滲式毛利語教學 110 第五章  小學「完全浸滲式」毛利語教學的實務檢討 126 第一節 訪談對象 126 第二節 參訪學校背景 132 第三節 教學現況問題 145 第六章  結論與建議 187 第一節 結論 187 第二節 建議 191 附錄一 自我介紹函 199 附錄二 學者訪談表 200 附錄三 教師訪談表 203 附錄四 校長訪談表 206 附錄五 家長訪談表 209 附錄六 學生訪談表 212 附錄七 訪談稿──以A小學K校長為例 214 附錄八 瓦塔奇條約 220 附錄九 毛利語課程進度表 222 附錄十 語言巢簡介 225 附錄十一 附記──參觀學校、參與教學 230 參考書目 232 《表次》 表1-1 研究訪談問題總表 12 表2-1 紐西蘭主要人口比例 25 表2-2 各地方毛利人口以及比例表 36 表2-3 毛利人口年齡結構表 37 表2-4 毛利人與非毛利人平均壽命比較表 37 表2-5 毛利傳部族分佈表 39 表2-6 毛利人教育的歷史發展 48 表2-7 1996年毛利人與非毛利人就讀學前教育與高等教育的人數比 51 表2-8 毛利人就讀各級教育的人數與比例 51 表2-9 1990年毛利/非毛利學生閱讀能力平均值 52 表2-10 1994年毛利/非毛利學生數學科平均值 52 表2-11 1994年毛利/非毛利學生自然科平均值 53 表3-1 毛利人口發展趨勢表 62 表3-2 1840-1992年可能的毛利語人口表 63 表3-3 毛利人社會運動史 67 表4-1 Stutnabb-Kangas(1984)的母語、雙語定義表 88 表4-2 加拿大浸滲式法語教學表 100 表4-3 Cummins(1984)浸滲式教學原則表 103 表4-4 紐西蘭浸滲式毛利語教學類型表 107 表4-5 1996年就讀義務教育浸滲班的毛利/非毛利學童人數表 115 表4-6 第一所完全毛利語小學成立的流程 117 表5-1 訪談對象基本資料、訪談時間、地點表 129 表5-2 A校班級任教表 136 附錄表9-1 小學毛利語課程第一級 222 附錄表9-2 小學毛利語課程第二級 223 附錄表9-3 小學毛利語課程第三級 224 附錄表10-1 1994年學前兒童註冊名單表 227 附錄表10-2 1990~1996年語言巢學生註冊人數 227 附錄表10-3 「語言巢」之外其他型態學前教育中心使用毛利語教學的單位數及時間比例 228 《圖次》 圖1-1 訪談流程圖 6 圖2-1 紐西蘭教育體制圖 28 圖2-2 Metge(1976)的毛利部族傳統分佈圖 38 圖3-1 毛利語流失及復甦階段論 59 圖4-1 Skuttnabb-Kangas(1984)的雙語教育分類圖 90 圖4-2 Cummins(1984)的「門檻理論」圖 93 圖4-3 1997年全國完全毛利語小學分佈圖 124 附錄圖10-1 「語言巢」幼稚園行政組織架構 227

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