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本論文研究泰雅民族音樂教育對泰雅文化復振之影響，從藝術與人文領域的民族音樂課程、傳統祭典所蘊含之民族音樂內涵及教會活動中，了解民族音樂教育的概況。藉由耆老之訪談與紀錄，探討傳統歌謠在民族音樂的重要性，了解泰雅音樂文化之內涵與社會組織及其所產生之價值，認識泰雅族傳統生活與歌樂的關係並將泰雅族的樂器作一系統化的介紹。 另透過對復興鄉十二所國小高年級學生的民族音樂課程實施與普查分析，從中來認識泰雅民族音樂課程之樂舞現況與學生對本民族音樂課程的學習滿意度。在民族音樂教育復振之途徑上，則以建構具在地特色的原住民音樂資料庫；學校的音樂課程推動則應結合民族文化與社區資源；藉由原住民藝術的研究並成立相關研究中心，讓此資產除了保存外，更有積極性的意義。 本論文旨在了解民族音樂教育內涵，發覺問題與盲點，進而作成政府實施藝術教育之建議。從明白泰雅傳統歌謠、表演藝術等民族音樂文化與社會的關係中，落實學校與社會之民族音樂教育，並依據學習者的需求，進行適宜之民族音樂課程統整設計，推廣至各教育單位，最重要的目的則是呼籲社會大眾對原住民文化藝術的重視與保存，並提出有效復振民族音樂教育的途徑。

本個案研究旨在探討英語歌謠韻文對一位國小學童口說溝通態度之成效。資料收集與分析主要採取質性之資料收集及分析法，以期對於歌謠韻文教學之於國小學童口說溝通態度能有更深入的了解。參與本研究的學生為一位就讀於新北市大型公立國小三年級，從小未參與過任何課外英語課程的學童。研究期間自民國一百年八月至民國一百零一年二月，資料收集方式以半結構式訪談、課堂錄影觀察及教師日誌為主。 本個案研究以學習態度的三個面向來探討歌謠韻文教學對國小學童口說溝通態度之成效。研究結果顯示，無論在認知、情感及行為等面向，對話式的歌謠韻文對國小學童的口說溝通態度皆有正面成效。唯由於受試者之個性化差異，歌謠韻文教學的活動型態也可能對學童的態度產生不同影響。研究者根據這些發現，提出對歌謠韻文教學之於國小學童口說溝通態度的看法，及未來研究方向的建議，以期對英語教學能有更多建設性的研究貢獻。 / This case study attempts to have a better understanding of the effects of songs and chants on a young EFL learner’s attitudes toward oral communication. To achieve the purpose of this study, qualitative methods were adopted to capture a holistic picture of the young learner’s English learning at school. The participant was a third grader who studied in a large-sized public elementary school in New Taipei City. She had never taken any extracurricular English courses after school. The only instruction she received was the eighty-minute lesson per week from her school English teacher. Data was collected from August, 2011 to February, 2012. The teacher’s journals, video-recordings of classroom observation, and three semi-structured interviews were utilized to collect data for the analyses of the effects of songs and chants on a young EFL learner’s attitudes toward oral communication. The results revealed that the participant showed positive attitudinal changes while receiving the songs and chants related instruction. According to the participant’s cognitive responses, emotional states and behaviors, both verbally and nonverbally, the researcher suggested that songs and chants could motivate the young learner’s attitudes toward oral communication in English. However, the types of songs and chants related activities might affect the young learner’s willingness to speak. Based on the findings, pedagogical implications and suggestions were recommended for future research. It is hoped to provide some insights into the dynamics of songs and chants instruction as well as young EFL learners’ attitudes toward oral communication.

University of Macau / Faculty of Social Sciences and Humanities / Department of Chinese

大躍進運動，貫徹烏托邦主義，結合毛澤東及其追隨者賦予的闡釋，加上嚴格管制的官方宣傳體系與人民對理想的渴望，演變為大規模集體狂熱運動。對共產主義世界、烏托邦理想的期待與將國家推往急速發展的思想，這種思想化為多樣化的語言論述，藉由傳媒大肆散佈，並形成獨樹一幟的語言風格。 本研究分為五個章節，除導論簡述本文研究要旨外，首先將說明革命語言與中國共產黨之關聯性，定義革命語言的基本內涵，並說明中共革命語言的形成。其次說明中共宣傳的策略與手段，對意識形態及語言的散播發生何種影響。而後進入研究核心，以《人民日報》、《紅旗》文獻與《紅旗歌謠》新民歌，歸納大躍進革命語言的構成內容，並依據前文歸納，分析革命語言的特徵。 / The Great Leap Forward carried out Utopia doctrine, combined the explanation that Mao Zedong and his followers offered to, in addition, the official propaganda system that control strictly and aspiration of the people about ideal, developed into extensive collective's fanatic movement. The expectation of communist world and Utopia ideal, thought of push the country to develop rapidly, the thought turned into variety of languages, spread out by the media, and formed the language style of taking the course of its own. This research is divided into five chapters, except that the introduction, at first will prove the relation of revolutionary language and the CCP, define the basic intension of the revolutionary language, and explain the forming revolutionary language of CCP. Secondly, to show that CCP’s propaganda tactics and means how influenced ideology and language. And then enter the core of studying, in the documents of " People's Daily ", "Red Flag "'and new folk songs of " Red Flag Ballad ", sum up the composition content of the revolutionary language of the Great Leap Forward, and according to preceding paragraphs, analyze the characteristic of the revolutionary language.

University of Macau / Faculty of Social Sciences and Humanities / Department of Chinese