摘要

1996 年教育部正式將鄉土語言教學納入小學教育系統中，推行客語教學，使學生多一種語言應用能力。客家委員會於2001 年正式成立，成為官方第一個負責客家事務的機構，積極推動客家文化保存，藉由學校正式教育，以及社區中非營利組織團體的非正式教育途徑，共同來推動客家文化傳承的工作。

教育部在學校教育體系的本土文化教學，客委會在校園與社區，推廣「客語生活學校」計畫與「客語薪傳師」課程，分屬公部門－學校行政系統與第三部門－客語薪傳師協會，此究竟能發揮乘數效應，以彰顯客家語文傳承成效？抑或抵銷彼此的效能，銷蝕彼此的動能？因此本文的核心研究問題 － 學校與客語薪傳師協會如何發揮各自特色，進行客語教學？學校與客語薪傳師協會如何協同，進行客語教學？

在科層體制的節制下，學校客語教學受到教育法令規範，不若客語薪傳師教學較有彈性。相對的客語薪傳師，不像學校教師教學養成體系，有厚實的教育學理為根基，在教學場域中，悠遊教育學海。學校與客語薪傳師協會各有擅長與特色，本文以「理性選擇制度」、「協力治理」、「社會資本」理論進行探討，經由本文研究得知，在教學實務上，客語教師與客語薪傳師，彼此支援，發揮加乘效果，不會抵銷彼此的效能，銷蝕彼此的動能。研究發現，客語教學應用協力治理模式，各種社會資本與資源，擴大參與層面，結合學校教學理論與第三部門彈性、效率及效能之特性，讓客語教學更具成效，產生更大的傳承效益。

In 1996, Ministry of Education formally incorporated the local language teaching into the primary education system, and carried out Hakka teaching so that the students had another language application ability. In 2001, Hakka Affairs Council was established as the first official council to responsible for Hakka affairs, and actively promotes the preservation of Hakka culture by the formal school education, as well as promotes Hakka cultural heritage work through the informal education of the non-profit community organizations. In the school education system, Ministry of Education promotes local culture teaching. Both in the campus and the community, Hakka Affairs Council promotes “Hakka Living School ” projects and　”Hakka Language Heritage Teacher ” courses. Both the school administrative system, being subordinate to the public sector, and the third sector – Hakka Heritage Teacher Association, carry out a similar　mission – to pass Hakka language and cultures. Do they play a multiplier effect- highlight the Hakka language heritage effect, or　offset each other’s performance- erosion of each other’s kinetic energy?　The core of this research is: How do the schools and Hakka Heritage Teacher Association play their own roles to engage in Hakka teaching? How do the schools cooperate with the Hakka Heritage Teacher　Association in Hakka teaching？

Under the administration of the hierarchy, Hakka teaching in schools are regulated by the formal education system, and the teaching of Hakka Heritage Teachers is more flexible. On the other hand,　Hakka Heritage Teachers, unlike the school teachers from the formal　teacher training system, have a less solid educational theories as the foundation. The schools and Hakka Heritage Teacher Association have their own advantages and characteristics. This research makes　use of the theories of “rational choice system”, “collaborated　governance ” and “social capital” to Interview with Hakka teachers　and Hakka Heritage Teachers. In teaching practice, they can support each other, exert their synergistic effect, and won’t offset the effectiveness or their energy. The study shows: Hakka teaching which applies “collaborated management” and “social capital and resources”,　expands the participation level, combines the teaching theories of schools and the characteristics of the flexibility, efficiency and　effectiveness in the third sector. It makes Hakka teaching more　efficient , and results in greater transmission efficiency.

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