本研究旨在探討高中選修客語文學生之客家族群認同與客語學習態度現況，分析不同背景變項之影響情形，並透過客語微課程之設計與實施，檢視課程介入對學生客語能力之成效。研究背景係基於108課綱及《國家語言發展法》推動下，本土語文正式納入高中必修課程，而高中生客語學習之實證研究仍相對有限，亟需進一步探究其族群認同、學習態度與語言能力之關聯。 本研究以113學年度新竹縣某高中選修客語文課程之學生為研究對象，採問卷調查與教學實踐並行之混合研究法。研究工具包括個人背景資料問卷、客家族群認同量表、客語學習態度量表，以及客語聽力與口說能力測驗。量化資料運用描述性統計、獨立樣本t檢定及單因子變異數分析進行數據分析；質性資料則透過課堂觀察紀錄、學生學習回饋與訪談資料進行質性詮釋。 研究結果顯示：（一）不同性別、年級及父母族群背景之學生，在客家族群認同與客語學習態度上均未達顯著差異；（二）客語聽說能力較佳之學生，其客家族群認同與客語學習態度亦較為正向；（三）家長對學生選修客語課程之支持程度，對客家族群認同與客語學習態度具有顯著影響；（四）客家族群認同與客語學習態度呈現顯著正向關聯；（五）結合地方文化、生活情境及互動活動之客語微課程，能顯著提升學生之客語聽力與口說能力表現。 綜合研究結果，本研究歸納出三項核心發現與學術貢獻：首先，當代高中生之客家認同已逐漸脫離單純依賴「父母血緣背景」的原生枷鎖，轉向以語言操作、文化參與及家庭支持為核心的「社會建構導向」，展現高度動態發展性與可塑性；其次，確立高中教育階段並非認同之終點，而是透過課程介入與語言實踐持續深化族群認同之重要階段，為高中推動本土語文政策提供實證基礎；再者，證實高中客語教育之價值不只是技術性的語言保存，更是促進文化親近與落實多元文化教育之多維度機制。據此，客語課程除語言知識傳授外，更應強化文化體驗與生活連結，本研究成果可作為高中客語教育推動、課程設計及客語復振政策規劃之參考。;This study aims to investigate the current status of Hakka ethnic identity and Hakka learning attitudes among senior high school students taking Hakka elective courses， analyze the influences of various background variables， and examine the effects of a curriculum intervention on students′ Hakka language proficiency through the design and implementation of a Hakka micro-curriculum. Against the backdrop of the 108 Curriculum Guidelines and the implementation of the National Languages Development Act， national languages have officially been integrated into the compulsory curriculum of senior high schools. However， empirical research on Hakka language learning among senior high school students remains relatively limited， creating an urgent need to further explore the correlations between ethnic identity， learning attitudes， and language proficiency. Adopting a mixed-methods approach that parallelly combines a questionnaire survey and pedagogical practice， this study focused on students enrolled in Hakka elective courses at a senior high school in Hsinchu County during the 113th academic year. The research instruments included a personal background questionnaire， the Hakka Ethnic Identity Scale， the Hakka Learning Attitude Scale， and Hakka listening and speaking proficiency tests. Quantitative data were analyzed using descriptive statistics， independent samples t-tests， and one-way analysis of variance (ANOVA). Qualitative data were analyzed and interpreted through classroom observation records， student feedback， and interview transcripts. The research findings indicate that: (1) no significant differences in Hakka ethnic identity and Hakka learning attitudes were found across students′ gender， grade levels， and parental ethnic backgrounds; (2) students with higher Hakka listening and speaking proficiency demonstrated more positive Hakka ethnic identities and learning attitudes; (3) parental support for students choosing Hakka elective courses exerted a significant impact on students′ Hakka ethnic identity and learning attitudes; (4) a significant positive correlation was identified between Hakka ethnic identity and Hakka learning attitudes; (5) the Hakka micro-curriculum， which integrated local culture， real-life contexts， and interactive activities， significantly enhanced students′ performance in both Hakka listening and speaking proficiency. Based on the comprehensive findings， this study concludes with three core discoveries and academic contributions. First， the Hakka identity of contemporary senior high school students has gradually broken away from the primordial shackles of sole dependence on "parental bloodlines and background，" shifting toward a "social constructionist orientation" centered on language operation， cultural participation， and parental support， thereby exhibiting high dynamic development and plasticity. Second， this study establishes that the senior high school stage is not the endpoint of identity construction， but rather a vital "window period" for continuously deepening ethnic identity through curriculum intervention and language practice， providing an empirical foundation for promoting national language policies at the senior high school level. Furthermore， it confirms that the value of senior high school Hakka education extends far beyond technical language preservation， serving as a multi-dimensional mechanism to foster cultural proximity and implement multicultural education. Accordingly， Hakka curricula should emphasize cultural experience and real-life connections in addition to linguistic instruction. The results of this study can serve as a reference for the promotion of high school Hakka education， curriculum design， and the planning of Hakka language revitalization policies.
