Teaching on Native Language Literature
Teaching in the native language holds profound significance in understanding the core of indigenous culture, literature, and artistic expression. We extend a warm invitation to indigenous language educators, university literature professors, high school teachers, and curriculum developers to exchange their teaching experiences and innovative strategies for integrating resources. Together, let us empower students to effectively rediscover and utilize their native language.
Moderator / Ms. Huang, Mei-E
Board Member, National Culture and Arts Foundation (NCAF)
Embracing Taiwanese Literature with College Students
Young students are increasingly distant from Taiwanese, and I have spared no effort in hopes of bringing them closer to it. Taiwanese literature preserves the warmth and bitterness of the Taiwanese people, as well as the pursuit of joy and willingness. It conveys the fearless experience of pain. I try to foster emotional bonds between Taiwanese literature and young students, hoping they'll deeply appreciate its atmosphere and emotions in the future.
How to Bringing Back Our Indigenous Language
Sharing how to motivate children to discover the incentives for learning the indigenous language, as well as the personal journey along the challenging path of promoting the indigenous language. The session includes a five-minute performance of ancestral language singing by students.
Mother Tongue Prevailing Throughout Taiwan
1.SWOT Analysis of Táiyǔ Teaching in (Senior) High Schools
2.Tasks and Entry Points for Táiyǔ Teaching in (Senior) High Schools
3.Practical Procedures:
(1)Grouping autonomously.
(2)Search for an intriguing(interested) Táiyǔ poem from "Taiwan Ah-Tsao."
(3)Guide students to independently learn and recite Táiyǔ poems using dictionaries and online tools.
(4)Select a painting by Wang Lu-mi-duo and attempt to critique its content.
(5)Utilize the language and imagery from Táiyǔ poems, along with the feelings expressed in the poetry, to create drawings.
4.Evaluation of Course Effectiveness and Strategies for Improvement
5.How to Leverage Strengths and Guide Students in Creative Endeavors
6.Other Potential Models for Developing Táiyǔ Teaching in (Senior) High Schools
2.Tasks and Entry Points for Táiyǔ Teaching in (Senior) High Schools
3.Practical Procedures:
(1)Grouping autonomously.
(2)Search for an intriguing(interested) Táiyǔ poem from "Taiwan Ah-Tsao."
(3)Guide students to independently learn and recite Táiyǔ poems using dictionaries and online tools.
(4)Select a painting by Wang Lu-mi-duo and attempt to critique its content.
(5)Utilize the language and imagery from Táiyǔ poems, along with the feelings expressed in the poetry, to create drawings.
4.Evaluation of Course Effectiveness and Strategies for Improvement
5.How to Leverage Strengths and Guide Students in Creative Endeavors
6.Other Potential Models for Developing Táiyǔ Teaching in (Senior) High Schools
Hakka Chic in Miaoli: Exploring While Strolling
1.Hakka Literature in Novels.
2.Hakka Literature Context in the Ministry of Education's Designated Textbooks.
3.Innovative Reading of Local Hakka Literature.
2.Hakka Literature Context in the Ministry of Education's Designated Textbooks.
3.Innovative Reading of Local Hakka Literature.
