The aims of the research are: 1. planning and implementing the general education of Taiwan Hakka culture in university. 2. Realizing students’ motives about choosing the general education of Taiwan Hakka culture.3.Evaluating students’ satisfaction of the courses of Taiwan Hakka culture. 4. Collecting up students’opinions about the general education of Taiwan Hakka culture.
The research uses an action research; they make the decision of the courses’ theme and teaching methods after discussion, and they co-operate with school’s Internet teaching platform, also during the process randomly collect students’ opinions and feedbacks after courses, the total is more than 300 sheets. On the other hand, the researchers planed the survey of the evaluation about the courses, and they collected opinions and motives from 58students in the courses. The researchers used the statistic analysis of depend variables by EXCEL on the results of the survey, on the other hand, they used the qualitative research to analyze the answers form the opening questionnaires and the discussion between teachers and students.
The finding of the research indicates that the teaching method that included the origin and lives (involve food, clothing, housing, transportation, education, entertainment.), and combined with the traditional teaching, the Internet learning, seminars, field trips in Hakka villages, students’ presentations, etc., the acceptance of most students about the general education of Taiwan Hakka culture is high, the evaluation tends to ‘satisfy’ or ‘very satisfy’.
In types of themes, the daily Hakka, Hakka food and Hakka nursery rhymes have higher acceptance; otherwise, field trips in the Hakka village-Meinong also made students to be impressive. The analysis of students’ background revealed most of them (more than 80%) are not Hakka speakers and live in Minnan communities, those students use Taiwanese and Chinese mostly in daily lives, only 1% uses Hakka. Students surf the Internet about Hakka frequently when they take the Hakka culture course, or they rarely visit Hakka websites.
In sum, choosing the course can enhance students to know the Hakka culture and the learning motives. For teachers and students with Hakka background, in addition to the feelings of fresh and exciting, using the native language teaching, discussion in the classroom can also improve the use of Hakka and the rates of the language exposure, inspire the sense of belonging and identification.