本研究旨在探討幼兒家長面對「幼幼客語闖通關」活動時的真實經驗與決策歷程 。本研究採用質性研究取向，以半結構式深度訪談法 ，探究桃園市龍潭區某公立幼兒園 11 位家長及 1 位班級導師的互動經驗 。 研究發現，族群身分背景是形塑家長初始態度與決策的核心關鍵 。客籍家長因面臨母語流失焦慮，普遍展現補償性託付支持 ；非客籍家長則偏向隨緣體驗 。然而，家長在家庭私領域的陪伴實踐，會進一步受到其職業工作型態與教養邏輯的交織分化 。公教背景家長習慣採取「規劃培養」 ，非客籍公教者易產生主流學科的「排擠焦慮」 ；非公教背景家長則傾向「自然成長」 ，極度尊重幼兒意願與親子和諧 。 在此脈絡下，園所推動機制與第一線導師的親師溝通發揮了關鍵的動態轉化作用 。導師透過在校一對一練習以「免除課後陪伴負擔」 ，並透過遊戲設計「運用同儕氛圍引導幼兒」 ，成功軟化不支持家長的現實防衛，催化決策轉念 。最後，本研究針對政府政策、園所行政與親師溝通層面提出具體實施建議 。;This study investigates the real-world experiences and decision-making processes of parents regarding their children′s participation in the "Hakka Pass" (Yo-Yo Hakka Language Proficiency) certification activity. Grounded in constructivism and hermeneutic epistemology， this research employs a qualitative methodology， utilizing document analysis and semi-structured in-depth interviews to analyze the interactive experiences of eleven primary caregivers and one classroom teacher in an influential public kindergarten in Longtan District， Taoyuan City. The findings indicate that ethnic background is the most crucial upstream factor shaping parents′ initial attitudes and subsequent decisions. Hakka parents， driven by intense anxiety over intergenerational language loss， naturally exhibit a psychological mechanism of cultural compensation and institutional reliance ; conversely， non-Hakka families view the activity with a more relaxed， experience-oriented attitude， deferring to their children′s spontaneous interests. However， everyday parental involvement within the home is further differentiated by occupational attributes and child-rearing logics. Parents with public-sector careers often adopt a "concerted cultivation" approach; among them， non-Hakka public-sector parents are prone to "language crowding-out anxiety，" fearing the certification will interfere with mainstream subjects such as English or Mandarin phonics. In contrast， parents from private-sector backgrounds lean toward "natural growth，" highly prioritizing their children′s immediate emotional comfort and parent-child harmony. Within this ecological system， kindergarten promotional mechanisms and first-line teacher communication serve as pivotal catalysts for attitudinal transformation. Teachers skillfully dismantle parents′ defensive barriers by offering professional commitments to "eliminate after-school tutoring burdens" and by "leveraging classroom peer atmospheres to spark children′s enthusiasm". This study concludes with practical recommendations for government policymakers， school administrations， and educators.
