DSpace community: 客家學院

客家電視電影《烏鴉燒》及《大崎下》原著與改編互文性研究;An Intertextual Study of the Original Works and Film Adaptations of the Hakka Television Films Burning Crows and Never Disappear

title: 客家電視電影《烏鴉燒》及《大崎下》原著與改編互文性研究;An Intertextual Study of the Original Works and Film Adaptations of the Hakka Television Films Burning Crows and Never Disappear abstract: 本研究以互文性理論為核心，探討客家電視電影《烏鴉燒》與《大崎下》及其原著文學文本之間的改編關係與跨文本對話。在當代優勢語言與主流文化的挑戰下，客家影像的文學改編不僅是媒介形式的轉換，更是族群記憶、文化認同與邊緣主體性的再建構。本研究輔以電影敘事學、符號學及拉岡（Jacques Lacan）精神分析理論，針對兩部作品在敘事結構、角色重構、象徵符號及客庄意象等層面進行深入分析。研究發現，在《烏鴉燒》中，電影將原著寓言式的荒謬與疏離感轉化為具體的人際與心理衝突，並透過「烏鴉」等符號的再意義化，呈現現代都市中邊緣個體的生存焦慮，以及客家族群在都會中面臨「隱形化」的處境。而在《大崎下》中，改編影像打破了原著單一的全知視角，轉而以多重敘事主體重構身心障礙者與弱勢女性等邊緣人物的生命經驗，並透過「三稜鏡」、「水」與「道具鬍子」等意象，深化了客庄人情網絡與地方信仰的文化厚度。此外，本研究亦將視角延伸至客家電視台的產製脈絡，指出這些影像文本的生成，實為公共媒體制度、市場需求與創作者美學相互協商的結果。總結而言，兩部作品透過跨媒介的改寫實踐，成功拓寬了當代客家文化再現的可能性，為理解地方經驗與邊緣主體提供了多層次的詮釋空間。;This study utilizes intertextuality theory as its core framework to explore the adaptation relationship and cross-textual dialogue between the Hakka TV films Burning Crows and Never Disappear and their original literary texts. Under the challenges of dominant languages and mainstream cultures， the literary adaptation of Hakka visual media is not merely a transformation of form， but a reconstruction of ethnic memory， cultural identity， and marginalized subjectivity. Supplemented by film narratology， semiotics， and Jacques Lacan’s psychoanalytic theory， this research conducts an in-depth analysis of the two works concerning narrative structure， character reconstruction， symbolic codes， and Hakka village imagery. The findings reveal that in Burning Crows， the film transforms the original text’s allegorical absurdity and alienation into concrete interpersonal and psychological conflicts. Through the re-signification of symbols such as the "crow，" it illustrates the existential anxiety of marginalized individuals in modern cities and the "invisibility" dilemma faced by the Hakka community in urban settings. In Never Disappear， the film adaptation breaks away from the original text′s single omniscient perspective， employing multiple narrative subjects to reconstruct the life experiences of marginalized figures， including individuals with disabilities and disadvantaged women. It deepens the cultural richness of Hakka village networks and local beliefs through images like the "prism，" "water，" and "prop beard." Furthermore， the study extends its scope to the production context of Hakka TV， indicating that the generation of these visual texts is the result of negotiation among public media institutions， market demands， and creators′ aesthetics. In conclusion， through cross-media rewriting practices， both works successfully broaden the possibilities of contemporary Hakka cultural representation， providing a multi-layered interpretive space for understanding local experiences and marginalized subjects.

客語文數位學習成效之行動研究：以桃園市某高中為例;An Action Research Study on the Learning Effectiveness of Digital Hakka Language Instruction: A Case Study of a Senior High School in Taoyuan City

title: 客語文數位學習成效之行動研究：以桃園市某高中為例;An Action Research Study on the Learning Effectiveness of Digital Hakka Language Instruction: A Case Study of a Senior High School in Taoyuan City abstract: 隨著《國家語言發展法》施行及十二年國民基本教育課程綱要推動，客語文正式納入高級中等學校課程，客語教育逐漸由語言保存邁向課程制度化。然而高中客語文教學仍面臨學生語言能力差異大、學習動機不足、課程時數有限及課堂參與度不足等挑戰；另一方面，數位科技與人工智慧快速發展，為語言教學帶來新的教學模式與評量方式，數位學習已逐漸成為教育現場的重要趨勢。而現有研究多聚焦於國民小學階段或單一數位工具之應用，針對高中客語文課程、多元數位工具整合及人工智慧融入客語文教學之實證研究仍相對不足。故本研究以高中客語文課程為研究場域，探討數位學習融入高中客語文教學之實施歷程、學習成效及教師專業成長，期能補充相關研究缺口，並提供高中客語文數位教學之實務參考。本研究採行動研究法，以桃園市某高中兩組一年級修習客語文課程學生為研究對象，依循PPCIER行動研究模式，規劃並實施數位融入客語文課程。整合Wordwall、Kahoot!、Padlet、Hi Teach 5、來上客、哈客網路學院、客語文數位教材、AI客語學院及臺灣客語語音資料庫線上即時翻譯系統等數位資源，透過客語能力前後測、學習態度問卷、學生半結構式訪談、觀課教師回饋及研究者教學反思等多元資料蒐集方式，並以量化與質性資料交叉分析，以探討數位學習融入高中客語文課程之教學成效與實施歷程。研究結果顯示，數位學習融入高中客語文課程後，學生於客語學習興趣、學習動機、數位學習認知及客語能力自我評估等面向皆呈現正向成長，客語聽力理解與口語表達能力亦皆達統計顯著差異；學生訪談結果指出，數位工具能有效提升課堂參與度、增加學習趣味性、降低學習焦慮，並促進自主學習與同儕互動；觀課教師普遍認為數位工具與教學目標結合良好，有助於提升課堂互動品質、輔助形成性評量，並提升學生學習投入，但數位學習有其限制，仍須兼顧語言互動與學生學習需求；研究者亦透過行動研究歷程持續修正課程設計，促進自身教學反思與專業成長。本研究亦分析人工智慧口語評分系統於客語文教學之應用情形，結果顯示 AI評分與教師評分具有一定程度之相關性，顯示人工智慧具備作為客語文形成性評量及教學輔助工具之發展潛力，惟仍須結合教師專業判斷，以提升評量之完整性與準確性。數位學習融入高中客語文課程不僅能提升學生學習成效、學習動機及課堂參與，也有助於教師發展數位教學能力與教學反思。本研究除補充高中階段客語文數位學習及人工智慧融入客語文教學之實證研究外，亦建構高中客語文數位教學之實施經驗，提供未來客語文教學、數位教育及人工智慧輔助語言教學之研究與實務參考。關鍵詞：客語文教學、客語文數位學習、行動研究、高中教育、人工智慧;Following the implementation of the National Languages Development Act and the promotion of the 12-Year Basic Education Curriculum Guidelines， Hakka language education has been formally incorporated into the senior high school curriculum in Taiwan， marking a transition from language preservation toward curriculum institutionalization. Nevertheless， Hakka language instruction at the senior high school level continues to face several challenges， including considerable disparities in students′ language proficiency， insufficient learning motivation， limited instructional time， and low classroom engagement. Meanwhile， the rapid advancement of digital technology and artificial intelligence (AI) has introduced new approaches to language teaching and assessment， making digital learning an increasingly important trend in educational practice. Although previous studies have primarily focused on elementary school education or the application of individual digital tools， empirical research examining senior high school Hakka language instruction， the integration of multiple digital learning resources， and the incorporation of AI into Hakka language teaching remains limited. Therefore， this study investigated the implementation process， learning effectiveness， and teacher professional development associated with integrating digital learning into senior high school Hakka language instruction， with the aim of addressing existing research gaps and providing practical implications for digital Hakka language education. This study adopted an action research approach and recruited two Grade 10 Hakka language classes at a senior high school in Taoyuan City as the research participants. Guided by the PPCIER action research model， the researcher designed and implemented a series of digitally integrated Hakka language lessons. Various digital resources were incorporated into instruction， including Wordwall， Kahoot!， Padlet， Hi Teach 5， Lai Shang Hakka (來上客)， the Hakka E-Learning Academy， digital Hakka teaching materials， the AI Hakka Academy， and the Taiwan Hakka Speech Database Online Real-Time Translation System. Data were collected through Hakka language pretests and posttests， learning attitude questionnaires， semi-structured student interviews， classroom observation feedback from peer teachers， and the researcher′s reflective journals. Quantitative and qualitative data were triangulated to examine the effectiveness and implementation process of digital learning in senior high school Hakka language education. The findings indicated that integrating digital learning into Hakka language instruction positively enhanced students′ learning interest， learning motivation， perceptions of digital learning， and self-assessed Hakka language proficiency. Students also demonstrated improvements in listening comprehension and oral expression. Interview results further revealed that digital learning tools effectively increased classroom engagement， enhanced learning enjoyment， reduced learning anxiety， and promoted autonomous learning as well as peer interaction. Classroom observers generally agreed that the integration of digital tools aligned well with instructional objectives， improved classroom interaction， facilitated formative assessment， and increased student engagement. However， they also noted that digital learning has inherent limitations and should be balanced with authentic language interaction and students′ learning needs. Throughout the action research process， the researcher continuously refined instructional design， thereby fostering reflective teaching practices and professional growth. This study also examined the application of an AI-based oral assessment system in Hakka language instruction. The results demonstrated a moderate positive correlation between AI-generated scores and teacher evaluations， suggesting that AI has considerable potential to serve as a formative assessment and instructional support tool in Hakka language education. Nevertheless， AI-assisted assessment should still be complemented by teachers′ professional judgment to ensure greater comprehensiveness and accuracy. Overall， integrating digital learning into senior high school Hakka language instruction not only enhanced students′ learning outcomes， motivation， and classroom participation but also promoted teachers′ digital pedagogical competence and reflective practice. In addition to enriching the limited body of empirical research on digital learning and AI-assisted Hakka language instruction at the senior high school level， this study provides a practical framework for implementing digital Hakka language teaching and offers valuable implications for future research and practice in Hakka language education， digital education， and AI-assisted language learning. Keywords: Hakka language education， digital Hakka language education， action research， senior high school education， artificial intelligence

從語言行銷觀點探討客語實境遊戲的受眾分群與應用—以臺灣客家茶文化館為實證場域;從語言行銷觀點探討客語實境遊戲的受眾分群與應用—以臺灣客家茶文化館為實證場域

title: 從語言行銷觀點探討客語實境遊戲的受眾分群與應用—以臺灣客家茶文化館為實證場域;從語言行銷觀點探討客語實境遊戲的受眾分群與應用—以臺灣客家茶文化館為實證場域 abstract: 本研究聚焦於客家展館語言導覽之創新實踐，從「語言行銷」觀點出發，並提出符合數位時代學習特性的「體驗式語言行銷」策略。研究核心關注語言於文化場域中的體驗設計，並分析以客語實境遊戲（Alternate Reality Game， ARG）為創新導覽之受眾類型及其特徵差異，以及遊戲體驗在語言態度與客語導覽支持程度之關聯性。以「臺灣客家茶文化館」為實證場域，本研究量身設計客語實境遊戲，並蒐集觀眾體驗資料進行分析。研究方法採量化問卷與質性開放回饋並行。研究發現，透過集群分析能辨識不同受眾類型及其差異，得以掌握受眾之異質特徵，並進一步檢驗出遊戲體驗在語言態度及客語導覽支持度之間呈現顯著正向關聯，顯示體驗設計在語言態度轉化歷程中具有關鍵作用；同時，開放性回饋亦提供優化遊戲體驗之重要依據。此外，研究調查，多數使用者從未使用過客語導覽；即使在客家族群使用者中，亦有相當比例之使用者未曾使用，反映目前客語導覽在觀眾主動使用上，面臨吸引力與推廣效能不足之困境。值得注意的是，使用者對客語本身並未呈現排斥，而較可能源於導覽在互動性、情境感與參與動機設計上的不足。綜合而言，本研究結果回應當前客家展館在語言推廣、導覽吸引力與觀眾參與上的實務困境，並驗證體驗式語言行銷策略於文化場域中的應用潛力。同時，研究亦補充客家展館語言導覽之實證研究缺口，並為公共文化場域之導覽設計與評估提供具體參考。;This study examines the innovative practice of language-guided tours in Hakka museums from a language marketing perspective， and proposes an experiential language marketing strategy suited to the digital era. It focuses on audience segmentation in Hakka Alternate Reality Game (ARG)-based tours and explores the relationship between game experience， language attitudes， and support for Hakka-language-guided tours. Using the Taiwan Hakka Tea Culture Museum as the empirical setting， this study designed a Hakka ARG-based tour and collected audience experience data through a mixed-methods approach. The results show that distinct audience segments can be identified， and that game experience is positively associated with both language attitudes and support for Hakka-language-guided tours， highlighting the role of experiential design in shaping language attitudes. The findings also indicate that most participants had little prior experience with Hakka-language-guided tours， suggesting limitations in their current attractiveness and engagement. However， participants did not resist the Hakka language itself， but were more influenced by the lack of interactivity and immersive design. Overall， this study demonstrates the potential of experiential language marketing strategies in enhancing language engagement in cultural settings， and provides practical implications for the design of language-guided tours in public cultural institutions.

桃園龍潭客家茶文化象徵之形塑:集體記憶的視角;The Shaping of Hakka Tea Culture Symbolism in Longtan， Taoyuan： From the Perspective of Collective Memory

title: 桃園龍潭客家茶文化象徵之形塑:集體記憶的視角;The Shaping of Hakka Tea Culture Symbolism in Longtan， Taoyuan： From the Perspective of Collective Memory abstract: 摘要在全球化與文化同質化趨勢日益加劇的背景下，文化多樣性的維護已成為重要課題。我國憲法明定國家肯定多元文化，凸顯客家文化保存與延續的重要性。然而，客家文化的維繫不僅仰賴政策支持，更需從其歷史發展脈絡及產業基礎加以理解。從臺灣山林開發史觀之，客家族群長期參與山區拓墾與山林資源利用，山林是承載族群集體記憶的重要文化場域。研究指出，茶產業是桃竹苗地區客家族群象徵性產業。桃園市龍潭區位於北臺灣客家茶區樞紐地帶亦是重要茶區之一，茶產業與地方社會緊密交織，素有茶鄉之稱。然而，隨著臺灣產業結構轉型，傳統茶產業逐漸式微。茶作為客家文化象徵的意義卻未隨之消失，而是持續存在於地方社會的集體記憶之中。基於此，本研究關注桃園龍潭客家茶文化象徵之形塑。探討茶如何透過生產實踐、生活實踐與文化傳承，並結合口傳敘事（如山歌、童謠）、文本書寫及制度化機制等多重面向的交織作用，逐步形塑為客家文化的重要象徵，並成為客家族群集體記憶的載體。為回應此一研究目的，本研究採用訪談法與文獻分析法。研究發現，茶之象徵化可理解為一個由「記憶材料的歷史累積」、「日常實踐的持續與內化」以及「制度化與文本再現的強化與固定」所構成的動態生成過程。此一過程顯示，文化象徵並非既定存在，而是在社會實踐與文化詮釋中持續被建構與穩定，進而使茶逐漸成為客家文化的重要象徵。換言之，茶之所以成為客家文化象徵，乃是在特定歷史脈絡、集體記憶與社會實踐交互作用下所形成的文化結果，而非單純的符號指涉。透過集體記憶視角之分析，本研究不僅深化客家茶文化研究的文化面向，亦有助於理解地方文化象徵形成、維繫與延續之動態機制。;Abstract In the context of increasing globalization and cultural homogenization， the preservation of cultural diversity has become an important issue. Taiwan′s Constitution explicitly recognizes multiculturalism， highlighting the importance of preserving and sustaining Hakka culture. However， the preservation of Hakka culture relies not only on policy support but also on an understanding of its historical development and industrial foundations. From the perspective of Taiwan′s mountain forest development history， the Hakka community has long participated in mountain area reclamation and the utilization of forest resources; mountain forests serve as an important cultural space carrying the collective memory of the community. Research indicates that the tea industry is a symbolic industry for the Hakka community in the Taoyuan， Hsinchu， and Miaoli regions. Longtan District in Taoyuan City， located at the hub of the northern Taiwan Hakka tea area， is also one of the important tea-producing regions. The tea industry is closely intertwined with the local society， earning it the reputation of a “tea hometown.” However， with the transformation of Taiwan′s industrial structure， the traditional tea industry has gradually declined. The symbolic significance of tea as a representation of Hakka culture has not disappeared but continues to exist within the collective memory of the local society. Based on this， this study focuses on the shaping of the symbolic meaning of Hakka tea culture in Longtan， Taoyuan. It explores how tea， through production practices， daily life practices， and cultural transmission， combined with oral narratives (such as mountain songs and children′s rhymes)， textual writings， and institutionalized mechanisms， gradually becomes an important symbol of Hakka culture and becomes a carrier of the Hakka community′s collective memory. To achieve this research objective， this study employs interviews and literature analysis. Research has found that the symbolization of tea can be understood as a dynamic generative process composed of the “historical accumulation of memory materials，” the “continuity and internalization of daily practices，” and the “reinforcement and fixation through institutionalization and textual representation.” This process demonstrates that cultural symbols are not pre-existing entities but are continuously constructed and stabilized through social practices and cultural interpretations， thereby gradually establishing tea an important symbol of Hakka culture. In other words， tea becomes a symbol of Hakka culture as a cultural outcome formed through the interaction of specific historical contexts， collective memory， and social practices， rather than merely a symbolic signifier. Through an analysis from the perspective of collective memory， this study not only deepens the cultural aspects of Hakka tea culture research but also contributes to understand the dynamic mechanisms underlying the formation， maintenance， and transmission of local cultural symbols.