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.
