| 摘要: | 〈月光光〉是一首流傳已久的童謠，以此為主題的文本數量甚多。這些大量流傳下來的童謠是我們共有的文化資產，是每一個孩童在純真歲月裡最珍貴的回憶，亦是親子間寓教於樂的溝通橋樑。本文主要是探討在台灣客家童謠中，以〈月光光〉起興的作品。從相關童謠文本的淵源與流傳中，先採集中國大陸境內(主要以客家地區為主)有關〈月光光〉的作品，做出分析與整理，再針對流傳到台灣之後的〈月光光〉文本作出討論。其次解析「童謠」與「兒歌」之間的異同處，以台灣客家地區的〈月光光〉為主，同時亦兼論福佬地區〈月光光〉的相關作品。關於〈月光光〉的「起興」作法、句式結構、修辭與用韻也做了一些分析工作。至於童謠的功能性則有女性吟咏、教化功能、抒情與懷鄉及反映族群風貌等；同時，並以台灣客家現代詩、現代歌曲的作品為主，談及由童謠衍化與新製出的作品。最後提出以具有客家特色的〈月光光〉文本，而這些豐富的童謠、詩歌將成為母語推廣上十分具有意義性的教學題材，經由本文的整理，探討並深化其意義，能把以此為起興的童謠傳唱下去，以為本研究之結論。 “ŋiet koŋ koŋ (月光光)” is a nursery rhyme that has been known for many years ago. There are a lot of nursery rhymes based on ŋiet koŋ koŋ for their subject. The nursery rhymes that had been spread are our common cultural heritage. They exist in everyone’s most precious memory of the innocent childhood. It’s also the good communication media for parents teach their children while they doing something, some like sing a song. This article is focuses on ŋiet koŋ koŋ, which is a kind of Hakkas nursery rhymes in Taiwan. From the source and spread of the nursery rhymes, first, we start from collecting the nursery rhymes which is related to ŋiet koŋ koŋ in China (mainly the Hakkas region), then categorize and analyze the result. Then to focus at the rhymes of ŋiet koŋ koŋ that has been spread to Taiwan, and takes a discussion, finally. Secondly, we tried to analyze the differences between “nursery rhymes” and “nursery songs”. In this proceed we mainly use the ŋiet koŋ koŋ of Taiwan at Hakkas region. Simultaneously, we also reference the ŋiet koŋ koŋ of China in the Southern Min region. In this paper, we had analyzed what about the writing of ŋiet koŋ koŋ lyrics, the structure of the sentences, the rhetoric and the rhyme. As for the functions of the ŋiet koŋ koŋ nursey rhyme, these are women's recitations, facilitation on education, expressions of feelings (especially homesickness), the indication of the culture of the ethnic groups, and so forth. At meantime, we mainly use the works of Hakkas contemporary poems and modern songs of Taiwan, to mention the new variations that derived from the ŋiet koŋ koŋ nursey rhyme. Finally, we bring a conclusion as the following statements which are provided with Hakkas characteristics of ŋiet koŋ koŋ, these nursery rhymes can be used as the most meaningful learning materials in promoting the usage of mother tongue education. By these summation, discussion, and meaning deepening of this article, ŋiet koŋ koŋ can continue to be sung by the next generation, then the next generation. |
