華德福教師之經驗學習歷程研究

A Study on the Experiential Learning Process of Waldorf Teachers

周秦璇(Chin-Shiuan Chou)

指導教授 ： 蔡怡君

國立暨南國際大學/教育學院/諮商心理與人力資源發展學系 終身學習與人力資源發展碩士班/碩士(2018年)

摘要

近年台灣對於另類教育有越來越多的研究以及投入，不論是蒙特梭利教育法、華德福教育體系還是在家自學...等等，都有更多的認識。而其中華德福教育體系在體制外教育中是全球成長最快的一種教育方式，華德福教育視家長、教師、行政為三元圍繞孩子共同組成的教學體，再結合心靈、社會三元共構出這種獨特的教育體系。教師為華德福教育三元之一，且其對於教師之培育恰如Kolb經驗學習之循環模式，周而復始以求教師成長並且將其反思所學帶入教學，故本研究旨在探討華德福教師培育中之經驗學習歷程。
本研究對六名於華德福學校任職七年以上者進行半結構式訪談，發現培養其反思能力之關鍵因素分為兩類，第一類別為團體反思，即是教師晨間會議及兒童研討會中共同進行的回顧及反思應用；第二類別即為Kolb之經驗學習所主張之個人經驗反思，其原因可歸於教師培訓課程中之冥想練習，加深與幫助教師處理教學現場之經驗，並將其概念化在應用於未來之教學。根據研究發現，歸納出以下結論：
一、華德福教師重要經驗呼應了三元結構的特性，來自於家長、學生以及教師團隊三方。
二、華德福教師透過自己身、心、靈性層面的成長，以身教大於言教的方式去撼動孩子帶領找到生命中的熱情以及屬於學生自己的道。
三、教師在課程當中需去除預設目標、保持課堂開放空間，讓自身融入教學環境創造出所求的教學氛圍。
四、華德福教育進行的方式促使教師不斷保持學習的熱情，也給了教師重新認識自我的機會。
五、以人智學為基礎的教育使教師在經驗結取的能力更為敏銳，在對於經驗進行反思時也進入更深層的靈性經驗層次，並從中獲得啟發與學習。

關鍵字

經驗學習 ； 經驗學習歷程 ； 華德福教師 ； 人智學

並列摘要

In recent years, Taiwan has more and more research and input on alternative education. There is more understanding, whether it is Montessori Education, Waldorf Education System or self-study at home, etc. Waldorf Education System is the one of them which is fastest growing education method in the world. Waldorf Education regards parents, teachers and administrators as three elements teaching bodies around the children that are composed. Combination with the soul and society, this unique educational system is constructed. The teacher is one of the three elements of Waldorf Education, and its training of teachers is just like the periodic mode of Kolb's experiential learning. It is repeated to seek teachers' growth and bring their reflections into teaching. Therefore, this study aims to explore Waldorf teachers' experiential learning process in the teacher training.
In this study, six people who have served in Waldorf School for more than seven years were conducted for semi-structured interviews. The key factors for cultivating their reflective ability are divided into two categories. The first category is group reflection which is the review and reflection application in teachers' morning meeting and the children's seminar; the second category is the personal experience reflection of Kolb's experiential learning. The reason can be attributed to the meditation practice in the teacher training course to deepen the experience and help teachers teaching skill, and conceptualize it for teaching application in the future. Based on the research finding, conclusions are made as follows:
1.The important experience of Waldorf teachers shows the ternary structural characteristics which comes from the parents, students and teachers.
2.Through the growth of their own body, mind and spiritual level, Waldorf teachers inspired the children to grow up, to find their enthusiasm in life and their own way.
3.Teachers need to remove the preset goals, keep the open mind, and integrate themselves into the teaching environment to create the desired teaching atmosphere.
4.Waldorf Education encourages teachers to maintain a passion for learning and gives teachers the opportunity to re-recognize themselves.
5.Anthroposophical-based education motivates teachers to become more sensitive in their experience learning, and when they reflect on experience learning, they also get high level of spiritual experience learning and inspiration.

並列關鍵字

experiential learning ； experiential learning process ； Waldorf Teachers ； Anthroposophy

參考文獻

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王彥鈞、謝毓琦、蔡尚恆、林思慧(2016)。不同的教育方式 ─ 體制外教育。