摘要

雖然教育部或國家教育研究院對於素養都有一定的定義頒布，但是抽象的概念不轉化為操作性的具體要素，就不會有實踐的可能。透過核心素養的再詮釋，核心素養的概念性定義既明，操作性定義也明確可行。而核心素養的內涵層次、情境模式、支持系統，結合構成全方位而立體的教學模式，這種以素養為導向的客語教學模式，在客家語逐漸式微的當下，應能喚起學生對本土語學習的熱情意志。
關鍵字：核心素養、客語教學，素養導向。

Although the Ministry of Education or the National Institute of Education has a certain definition of literacy promulgated, the concept of abstraction can not be practically possible without being translated into operational specific elements. Through the reinterpretation of core literacy, the conceptual definition of core literacy is clear and the operational definition is also clear and feasible. However, the connotation level, situational mode and supporting system of core literacy combine to form an all-dimensional and three-dimensional teaching mode. This kind of Hakka-oriented Hakka teaching mode should be able to arouse students’ The enthusiasm of learning.
Keywords: core literacy, guest teaching, literacy guidance.

全文下載