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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

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。

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.

參考文獻


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被引用紀錄


薛曉華(2022)。臺灣華德福教育實徵研究之探析與展望教育研究與發展期刊18(3),61-117。https://doi.org/10.6925/SCJ.202209_18(3).0003

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