生命脈絡與課程的意義：以三位華德福教師為例

Life Context and the Significance of Curriculum: Examples of Three Waldorf Teachers

成虹飛(Horn-Fay Cherng) ； 張維國(Wei-Kuo Chang)

《清華教育學報》 36卷1期 (2019/06) Pp. 57-78

https://doi.org/10.6869/THJER.201906_36(1).0003

摘要

本文兩位作者，利用2014年的暑假，訪談了兩位來臺授課的德國華德福老師，聆聽他們的生命故事，也引發了生命脈絡與課程意義的探討。身為華德福教師的第二作者WK，接續以自己的生命故事與課程敘事，透過「課程對焦」的譬喻，進一步探討課程的意義與生命脈絡的關係。三位華德福教師，都在自我生命的整合的追尋上，帶領著班級往機體生命的統整方向發展，成為教學的藝術家，聆聽自己內在的動能並回應孩子的召喚，透過所能掌握的素材，融會成一個和諧的整體。

關鍵字

敘事探究 ； 華德福教育 ； 課程對焦

並列摘要

The authors interviewed two Waldorf educators from Germany in the summer of 2014, and their narratives were then compared with the self-narrative of Weikuo, one of the authors. An investigation was later conducted to identify how life context influenced a teacher's curricular beliefs and practices. It was concluded that each teacher sought self-integration and led their classes toward an organic unity. The authors intend to present these examples as a means to elevate curricular awareness while pushing the boundaries of the existing education system.

並列關鍵字

narrative inquiry ； Waldorf education ； curriculum deliberation

參考文獻

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