幼兒園教保服務人員對客語沉浸式教學之認同感與影響因素

Factors of Preschool Educations’ Receptivity With Hakka Immersion Teaching

客語沉浸式教學能否落實及產生預期成效，幼兒園教保服務人員的認同感至關重要。為瞭解幼兒園教保服務人員對客語沉浸式教學的認同感及影響因素，期能從實徵研究發現中提出客語振興策略之建議。本研究以109-110 學年度參與客語沉浸式教學的幼兒園教保服務人員為對象，運用問卷調查法進行探討，共計回收200 份有效問卷。結果發現教保服務人員對客語沉浸式教學有中高程度以上的認同感，客家籍、會聽、會說客語的教保服務人員之認同感明顯較高。在影響客語沉浸式教學認同感的因素方面，實用性與校外支持影響教保服務人員的態度，而成本效益評估、校外支持、學校支持與實用性影響其行為意向。後續政策之推動，若能掌握上述之發現，將有助於提升教保服務人員參與客語沉浸式教學的意願。

 

To decide on the implementation process and effectiveness of Hakka immersion teaching, preschool educations’ receptivity is important. In order to understand the receptivity and influencing factors of preschool educations on Hakka immersion teaching, it is hoped that suggestions for promoting Hakka immersion teaching from the empirical research findings. The study used a survey designed to examine preschool educations’ Hakka immersion teaching receptivity. A total of 200 valid questionnaires were collected. The findings indicated that the preschool educations’ receptivity overall achieved medium-high level. The sense of receptivity of preschool education who are Hakka, can listen, speak Hakka is significantly higher. In terms of factors affecting receptivity of Hakka immersion teaching, practicality and extra-school support affect the attitude direction of preschool education, while cost-benefit, extra-school support, school support and practicality affect their behavioral intentions. If the policy can grasp the above findings, will help to increase the willingness of preschool education to participate in Hakka immersion teaching.