台灣閩南語童謠之研究

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題名:
台灣閩南語童謠之研究
著者: 邱冠福; Chiou, Guan-fwu
施炳華; BING-HUA SHR; 鄉土文化研究所教學碩士班
主題: 童謠; 傳統童謠; 創作童謠; 兒歌; 母歌; Nursery rhyme; traditional nursery rhyme; original nursery rhyme; children rhyme; mother rhyme
描述: 本文旨在透過文字記載，就台灣閩南語童謠的內容分析其在文學上的表現，和呈現先民生活的點點滴滴。　　首先，由蒐集各縣市、鄉鎮志、文獻、期刊等文字刊物，運用校勘法，比較法、歸納法、田野調查法，以TLPA標音，台南腔調，做成統一性文字及音調的探討分析。　　第二章至第四章，將傳統閩南語，區分為母歌及兒歌兩大類型；母歌分為一、搖籃歌二、幼嬰止啼歌三、生活歌謠等；兒歌分為遊戲類、幻想類、趣味類、敘述類、繞口令、猜謎類、遊戲暨說唱方法等。母歌呈現母愛親膩的情感和溫柔的聲調，文字淺顯且具固定節拍，富有愛撫特質；兒歌表現兒童天真無邪，具活動力及幻想力，可由遊戲及唸謠中培服從團體紀律，認識生活周遭各種事物，達到口傳教育的目的。　　第五章為童謠的創作：創作童謠為現實生活的寫照，寫作方式有向詩歌發展的趨勢，數量超越傳統童謠，展現富有朝氣的生命力，值得慶賀。也發現傳統童謠與現代童謠可以相輔相成，多鼓勵閩南語童謠創作，可以提早發現人材，並提升作品水準至國際水準。　　第六章為為台灣各地民間童謠之比較探討：台灣各地民間童謠的采集，分析比較之結果，由內容中發現各地習俗記載的不同原因是受到：�獢B開墾時間的早晚，�蝖B講述者與紀錄者的年齡、教育程度，�銵B地區的特性等因素的影響。　　第七章為童謠在文學上的表現：由於台灣閩南語童謠在文學上的結構、句法、語詞、用韻、技巧等方面的表現，展現先民能運用本土化的語言，將昔日生活、風土民情、習俗等做成富特殊化及真實性的文學記載，值得作為今日研究先民生活的珍貴素材。　　第八章童謠與其他藝術的結合：閩南語童謠除了可以融入學校教學活動中，例如遊戲、語文、唱遊、綜合活動中外，亦可結合音樂、書法、戲劇等藝文活動，提升台灣閩南語童謠的藝術水準；且可將它落實社區活動，及全民參與，提高至國際性活動。　　第九章童謠的展望：希望童謠能落實於學校教學活動中，進而推展至社區民眾，教育單位應全力推展並加強，家長對母語教育觀念的溝通，以達到全民的共識，共同推展童謠的教學，提升童謠的水準。　　童謠雖是文學的一小部分，由本篇研究可發現：台灣閩南童謠是今日母語教學的最佳教材，是研究先民生活的最佳素材，是社區民眾藝文活動最佳項目之一，值得提倡及發揚。
The objective of this thesis is to analyze the role which Taiwanese nursery rhyme plays literature and how it shows the lives of our ancestors through literary record. First, we collect official documents and newsletters from each county and city in Taiwan, and we make a untied lexical and tone discussion and an analysis by using method of correcting﹐comparative method, inductive method, field survey method, accented with TLPA in a Tainan accent. From Chapter 2 to Chapter 4, we divide traditional Taiwanese nursery rhymes into two main categories, mother rhymes and children rhymes. Mother rhymes include 1﹒lullabies 2﹒baby cry stoppers 3﹒songs concerning daily lives.; children rhymes include games, fantasy, fun, descriptive ones, tongue twisters, riddles, games involving singing and chanting etc. The former shows the loving care and tender tone of a mother, in the use of simple words with distinctive beats, which is rich in the quality of caress, while the latter shows a naive and innocent quality in children full of energy and imagination. Obeying disciplines among groups can be cultivated through playing games and reading rhymes, and various things in one’s life can be learned as well, and thus oral education is done. Chapter 5 is the creation of children nursery rhymes: the original creation of children’s nursery rhymes describes the life experience of people. We find the writing style show a tendency towards poems , and it outnumbers traditional nursery rhymes with lots of energy worthy of praise. We also find traditional nursery rhymes and modern nursery rhymes can work as an assistance with each other and the more we encourage the creation of Taiwanese nursery rhymes, the earlier we can encourage new talented writers and thus we can raise the level of works internationally. Chapter 6 focused on the comparison and discussion of the local nursery rhymes from different areas in Taiwan. It includes the collection of nursery rhymes from different areas in Taiwan, and the result of analysis and comparison of them. We found out the reasons why the customs were recorded differently from different areas are because of (1) the time when they were developed (2) the age and educational background of the narrator and writers (3) the local factor. Chapter 7 contains the literature performance of nursery rhymes. From the structures, sentence structures, phrases, rhyming, techniques of Taiwanese nursery rhymes in its literature performance, we can tell our ancestors had the ability of using colloquial dialects and put the lives and customs in the old times into special and authentic literature records, which becomes valuable material for us when researching on the life of our ancestors. Chapter 8 features the linking of nursery rhymes with other art forms. Besides putting Taiwanese nursery rhymes Into teaching activities as the form of games, language activities, singing, integrated activities, , we can also combine them with music, calligraphy, drama, ect. to enhance art performance of nursery rhymes. Moreover, we can promote community activities involving nursery rhymes and encourage the involvement of all citizens and make it an international activity. Chapter 9 offers the future looks of nursery rhymes. We hope we can put nursery rhymes into school teaching activities and thus extend to community activities. We hope education units should strengthen the communication with parents about mother tongue education and build a common awareness of our citizens in order to launch teaching of nursery rhymes and promoting its level. Although nursery rhyme is only a small part of literature, it is found by this research that Taiwanese nursery rhyme is the best material in teaching one’s mother tongue and it is also the best material when researching on the lives of our ancestors. Taiwanese nursery rhyme is one of the best community activities in art of our citizens, which is worthy of promoting and developing.
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建立日期: 2003
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/5174
資源來源: NUTN IR

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台灣閩南語童謠之研究

邱冠福; Chiou, Guan-fwu 施炳華; BING-HUA SHR; 鄉土文化研究所教學碩士班 2003

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