DSpace community: 客家研究碩士在職專班

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.

性別、勞動與味覺的交織：客家家庭女性的故事;The Intersections of Gender， Labor， and Taste: Stories of Women in Hakka Families

title: 性別、勞動與味覺的交織：客家家庭女性的故事;The Intersections of Gender， Labor， and Taste: Stories of Women in Hakka Families abstract: 本研究以四位出生於1940至1950年代之客家女性生命史敘事為基礎，探討性別、勞動與味覺如何在家庭日常中相互交織。研究採質性取向，透過半結構式生命史訪談蒐集資料，並以個案生命故事與跨案主題分析，理解客家女性在不同生命階段中承接家務、照顧、有酬勞動與飲食實作的經驗。為避免將受訪者經驗化約為個人勤勞或族群美德，本研究亦將四案放回戰前農村經濟延續、戰後農村家戶生計、父系親屬秩序、女性教育與就業機會、出口導向工業化及晚近飲食市場化等脈絡中理解。研究發現，客家女性的家務與照顧責任並非婚後才開始，而是在童年匱乏、排行位置、生計需求、教育資源分配與性別期待中逐步形成。受訪者所謂「會做」，並非天生能力或單純美德，而是在家庭需要、父系親族秩序與性別化責任配置中長期被培養、動員與內化的結果。本研究並提出「味覺秩序」概念，說明味道判準、料理技術、取食規則、評價權力與家庭責任如何在廚房、餐桌與節慶場景中共同形成關係結構；客家味也並非固定菜色清單，而是在保存技術、鹹香味型、米食工序、節慶祭祀與餐桌評價中被辨識、比較與重新界定。面對外食化、市場替代、家庭小型化與代間差異，客家飲食技藝並非單向消失，而是轉向需求導向與條件式延續。受訪者以「想吃才做」、「想學才教」、「買就好」、「隨緣」與「不強迫」等語言，重新劃定自身與下一代之間的責任邊界。本研究指出，家庭中的味道不僅是感官經驗，也具體呈現女性長期勞動、身體經驗、情感照顧與責任協商；這些經驗應被納入客家飲食、性別化家務勞動與代間協商的分析之中。;This study draws on the life-history narratives of four Hakka women born in the 1940s and 1950s to examine how gender， labor， and taste are intertwined in everyday family life. Adopting a qualitative approach， this study uses semi-structured life-history interviews， individual life-story analysis， and cross-case thematic analysis to explore how Hakka women assumed responsibilities for housework， care， paid labor， and food preparation across different life stages. To avoid reducing the participants’ experiences to individual diligence or ethnic virtue， the study situates the four cases within broader contexts， including continuities between prewar and postwar rural economic conditions， rural household livelihoods， patrilineal family order， women’s educational and employment opportunities， export-oriented industrialization， and the recent marketization of food. The findings show that Hakka women’s domestic and caregiving responsibilities did not begin only after marriage， but were gradually formed through childhood scarcity， birth order， household livelihood needs， unequal educational opportunities， and gendered expectations. The participants’ understanding of being “capable of doing” was not an innate ability or simple virtue， but the result of long-term cultivation， mobilization， and internalization within family needs， patrilineal kinship order， and gendered responsibility arrangements. This study further proposes the concept of “taste order” to explain how taste criteria， cooking techniques， rules governing food access and sharing， evaluative authority， and family responsibilities are intertwined in kitchens， dining tables， and ritual occasions to form family relational structures. What this study calls “Hakka taste” is therefore not a fixed list of dishes， but is identified， compared， and redefined through preservation techniques， savory and salty flavor profiles， rice-based food practices， ritual food preparation， and dining-table evaluations. In the face of the increasing prevalence of eating out， market-based substitutes， smaller households， and intergenerational differences， Hakka food skills have not simply disappeared; rather， they have shifted toward demand-based and conditional forms of continuation. Expressions such as “I cook it only when they want to eat，” “I teach only if they want to learn，” “buying it is fine，” “let it be，” and “I do not force them” reveal how women redraw the boundaries of responsibility between themselves and the next generation. This study argues that family taste is not merely a sensory experience; it also embodies women’s long-term labor， bodily experience， affective care， and negotiation of responsibility. These experiences should be incorporated into analyses of Hakka food， gendered domestic labor， and intergenerational negotiation.

桃園市國小客華雙語課堂語言使用之研究;桃園市國小客華雙語課堂語言使用之研究

title: 桃園市國小客華雙語課堂語言使用之研究;桃園市國小客華雙語課堂語言使用之研究 abstract: 受到社會變遷、人口流動及家庭語言選擇改變等因素影響，客語的世代傳承面臨挑戰。學校教育雖為語言復振的重要場域，但若客語僅作為單一語科的學習內容，學生仍缺乏實際使用客語的機會。桃園市政府客家事務局於111學年度推動「國小客華雙語教學計畫」，將客語融入不同學科，使其成為課程說明與課堂互動的語言資源。本研究以語言復振、第二語言習得、語碼轉換及雙語教育等理論為基礎，探討客華雙語課堂中師生語碼轉換、師生發話率及課堂互動型態之變化。研究對象為參與計畫之九所國民小學、24位教師及其授課班級，並以24個班級為獨立分析單位。研究者蒐集各班期初與期末之課堂錄影、逐字稿及語言統計資料，利用「課室語言語料庫平台」進行影片與文字稿對應及語言編碼，再統計師生發話量、語言使用比例、話輪轉換次數及平均話輪轉換時間，並配合逐字稿與課堂影片進行質性分析。　　研究結果顯示，師生除使用華語句及客語句外，亦會依課堂情境運用客華混語及華客混語。24組中，教師客語發話比例有12組提升、12組下降；學生總發話量有15組增加，客語發話量有14組增加；另有17組之話輪轉換次數增加，18組之平均話輪轉換時間縮短，顯示多數班級於期末出現較多師生語言往返。然而，各項數量與比例未必同步變化，仍須配合課程內容與課堂情境判讀。質性語料顯示，部分學生由複誦、單詞或簡短回應，逐步發展為較完整的客語句型與主動表達。本研究並歸納出「教師主導且口語互動有限」、「互動數量與語言比例變化不一致」及「師生互動頻率提升」三種代表性樣態。各班差異可能與教師教學、課程活動、學生語言經驗及桃園客庄社會語言環境相關，但不宜推論直接因果關係。綜合而言，客華雙語教學透過教學模組、教師增能、共同備課、課堂觀察、語料回饋及團隊持續支持，協助教師將客語能力轉化為雙語教學能力，增加學生在正式課程中理解、回應及使用客語的機會，並可作為客語教育與語言復振持續推動之參考。;Social change， population mobility， and shifts in family language choices have challenged the intergenerational transmission of Hakka. Although school education is an important setting for language revitalization， students may still lack opportunities to use Hakka when it is taught only as a language subject. During the 2022–2023 academic year， the Department of Hakka Affairs of the Taoyuan City Government implemented the Elementary School Hakka–Mandarin Bilingual Education Program， integrating Hakka into different subject areas and using it as a resource for instruction and classroom interaction. Drawing on theories of language revitalization， second language acquisition， code-switching， and bilingual education， this study examined changes in teacher–student code-switching， utterance rates， and classroom interaction patterns. The participants comprised 24 teachers and their classes from nine elementary schools involved in the program. Each of the 24 classes was treated as an independent unit of analysis. Classroom videos， transcripts， and language-use statistics were collected at the beginning and end of the program. The Classroom Language Corpus Platform was used to align the videos with the transcripts and code classroom utterances. Teacher and student utterances， language-use proportions， turn-taking frequency， and mean turn-taking time were calculated and interpreted alongside the transcripts and classroom videos. 　　The findings showed that teachers and students used complete Mandarin and Hakka utterances， as well as Hakka–Mandarin and Mandarin–Hakka mixed utterances， according to classroom contexts. Among the 24 classes， the proportion of teachers’ complete Hakka utterances increased in 12 classes and decreased in 12 classes. Students’ total utterances increased in 15 classes， while their complete Hakka utterances increased in 14 classes. In addition， turn-taking frequency increased in 17 classes， and mean turn-taking time decreased in 18 classes， indicating more frequent teacher–student verbal exchanges in most classes at the end of the program. However， changes in utterance quantities and proportions did not necessarily occur in parallel and therefore required interpretation in relation to course content and classroom contexts. Qualitative data further showed that some students progressed from repetition， single words， or brief responses to more complete Hakka sentences and active expression. Three representative classroom patterns were identified: teacher-dominated classrooms with limited oral interaction， classrooms in which interaction quantity and language-use proportions changed in different directions， and classrooms with increased teacher–student interaction frequency. Differences among classes may have been related to instructional practices， classroom activities， students’ language experiences， and the sociolinguistic environments of Hakka communities in Taoyuan; however， no direct causal relationship was inferred. Overall， through instructional modules， teacher professional development， collaborative lesson planning， classroom observation， corpus-based feedback， and sustained team support， the program assisted teachers in transforming Hakka proficiency into bilingual teaching competence. It also increased students’ opportunities to comprehend， respond to， and use Hakka in formal subject lessons， providing a reference for the continued development of Hakka education and language revitalization.

桃園市客華雙語教學─線上師徒制師資養成之探討;A Study of the Online Mentorship-Based Teacher Development Model for Hakka–Mandarin Bilingual Education in Taoyuan City

title: 桃園市客華雙語教學─線上師徒制師資養成之探討;A Study of the Online Mentorship-Based Teacher Development Model for Hakka–Mandarin Bilingual Education in Taoyuan City abstract: 中文摘要臺灣本土語流失嚴重，臺灣客語在聯合國教科文組織上更已被列「明確危險等級，客語復振刻不容緩。在客語復振的道路上，美濃地區長期在客華雙語的領域耕耘，已經做出止住客語流失率的成效。桃園地區於112學年度發展出「客華雙語師徒制」，透過美濃地區具有經驗的「師傅教師」帶領桃園地區的「徒弟教師」，共同探究雙語教學實務。本研究旨在探討線上師徒制的互動現象、輔導主題及其對師資養成與教學現場的影響及成效。本研究為質性研究，以非參與式觀察法蒐集112學年度上下學期共12組師徒小組的線上輔導影片及輔導日誌資料，並運用紮根理論的開放性、主軸、選擇性譯碼方式對資料進行分析。本研究發現：一、線上輔導的互動方式使參與教師打破時間與空間限制，具高度的彈性，但也因線上輔導的特性容易受外在環境的干擾。二、師徒制輔導的主題與雙語教學現場所遭遇問題息息相關。三、師徒制師資養成的成效落實在教師、學生、家庭三方面。根據上述發現，本研究得出以下結論：一、客華雙語師徒制輔導模式是師傅教師與徒弟教師依真實情況滾動式修訂。二、客華雙語師徒制師資養成是一套親、師、生共同參與的語言復振系統。最後，研究者建議師徒制未來能以線上與實體的雙軌模式進行，並導入美濃客華雙語三面向十七題的指標運作，使參與教師能更有意識的掌握客華雙語教學知能，以達成永續發展的客語復振目標。;Abstract The loss of Taiwan′s local languages has become increasingly severe， and Taiwanese Hakka has been classified by UNESCO as a definitely endangered language， making Hakka language revitalization an urgent task. Among the various revitalization efforts， the Meinong area has long been committed to the development of Hakka–Mandarin bilingual education and has successfully reduced the rate of Hakka language shift. Drawing on Meinong′s successful experience， Taoyuan City launched the Hakka–Mandarin Bilingual Mentor–Apprentice Program in the 2023 academic year (112 Academic Year)， in which experienced mentor teachers from Meinong guide apprentice teachers in Taoyuan to collaboratively develop bilingual teaching practices. This study aims to explore the interaction patterns and mentoring topics within the online mentor–apprentice program， as well as its influence on teacher preparation and classroom practice. This study adopted a qualitative research approach. Data were collected through non-participant observation， including online mentoring session videos and mentoring journals from 12 mentor–apprentice groups across both semesters of the 2023 academic year. The data were analyzed using grounded theory through open coding， axial coding， and selective coding. The findings are as follows. First， the online mentoring model enabled participating teachers to overcome temporal and geographical constraints， providing considerable flexibility; however， the online format also made mentoring more susceptible to external distractions. Second， the mentoring topics were closely related to the practical challenges encountered in Hakka–Mandarin bilingual teaching. Third， the mentor–apprentice model positively influenced teacher professional development and generated benefits at the levels of teachers， students， and families. Based on these findings， this study reached two conclusions. First， the mentoring model of the Hakka–Mandarin bilingual mentor–apprentice program was continuously refined through ongoing adjustments based on authentic teaching contexts. Second， the mentor–apprentice model constitutes a language revitalization system that engages teachers， students， and families in a collaborative process. Finally， this study suggests adopting a dual-track mentoring model that combines online and face-to-face professional development. It also recommends incorporating Meinong′s 17 indicators across three dimensions of Hakka–Mandarin bilingual education to help participating teachers develop a more systematic understanding of bilingual teaching competencies and to promote the sustainable revitalization of the Hakka language.