華德福教師美感素養養成與教學體現之研究

本研究以華德福教師美感素養養成與教學體現的發展歷程性為研究主軸，從中探討華德福教師的美感素養養成過程，理解華德福教師對於美與美感教育的認知與信念，並建構華德福教師轉化自身「美感素養」與體現「美感教育信念」於教學場域中，創造教學美感經驗的發展歷程。根據研究主軸，研究場域設定在臺灣宜蘭縣慈心華德福實驗高級中等學校（以下簡稱「慈心華德福學校」）之師資培訓及教學場域，研究方法採取質性研究法之訪談法為主，觀察法及文件資料分析為輔。正式訪談對象為慈心華德福學校五位現職教師，並以數位正參與華德福師訓學員及學校家長之非正式訪談互為佐證支持。本研究根據研究分析結果回應研究目的與問題，綜合研究結論如下：一、華德福教師美感素養養成（一）華德福師訓課程涵蓋多元的藝術課程與藝術元素，豐富教師美感經驗。（二）華德福師訓課程安排富有呼吸節奏，關照人的身心學習狀態。（三）華德福師訓藝術課程重視主體觀察與感受的學習方式，更易於涵養美感。（四）經由藝術工作，華德福教師經驗內在流動感的美感經驗。（五）自然環境與人際互動的和諧，是華德福教師全面性的美感陶冶。二、華德福教師對美與美感教育的認知與信念（一）美的真義在生活中，是存在與一切。美要昇華成對待生活的精神與態度，落實於生活中，營造簡單而富有質感的生活。（二）透過感受生活、自然與藝術之美，「美」是人內在沉靜的心靈狀態，涵育內在心理品質。（三）在簡單而美好的環境與生活中，孕育孩子對生活的品味與具備感覺、開放及溫暖柔軟的性格。三、華德福學校與教師美感教育體現（一）營造關照孩子「感覺」的學習環境，自然開放且富有綠意的校園，結合融入自然、柔軟質地與柔和色彩元素的教室空間，帶給孩子富有藝術性又溫暖的美感感覺。（二）講求「呼吸」節奏的課程與教學之美，關照孩子身心平衡的學習狀態。（三）強調讓孩子透過身體經驗活化學習，創造讓孩子眼睛發亮的學習經驗，是華德福教師教學之美的展現。（四）關注孩子學習與生活中細節的美好，是華德福美感教育的關鍵。

關鍵字

華德福教育；華德福教師；美感經驗；美感素養；美感教育

並列摘要

This study enquires into the cultivation process of aesthetic competence/literacy of teachers in a Waldorf school and the embodiment of aesthetic beliefs in their teaching practices. The researcher further delved into Waldorf teachers’ beliefs towards beauty and their conception of aesthetic education, exploring the development of Waldorf teachers in creating aesthetic teaching experiences by transforming their own aesthetic competences and by embodying their conception of aesthetic education in practice. This study was conducted in CiXin Waldorf Experimental High School, Ilan County, Taiwan, focusing on its teacher training program and class teaching. Qualitative semi-structured interview is adopted, triangulated with observation and data analysis. The interview data were collected from five teachers working at Cixin Waldorf School. Informal interviews were conducted for triangulation with several Waldorf teacher training attendees and parents of students at CiXin. Findings from this study uncover the following: I. Aesthetic literacy development of Waldorf teachers 1.Waldorf teacher training program is constituted of diverse art curriculum and full of artistic elements, enriching teachers’ aesthetic experiences. 2.The design of the Waldorf teacher training program considers human’s breathing rhythms of learning, balancing both physical and mental state. 3.Students are encouraged to observe and feel throughout Waldorf teacher training program which helps them cultivate the sense of aesthetics more easily. 4.Through working in the arts, Waldorf teachers experience an inner sense of aesthetics flowing. 5.Though the holistic nourishment of aesthetics, teachers are inclined to experience a harmonious interrelationship with the natural environment and human. II. Waldorf teachers’ cognition and belief of beauty and aesthetic education 1.Beauty is in life, in all living beings and manifests everything. "Beauty" can be practiced in creating a simple quality life, manifesting a higher level of living spirit and attitude towards life. 2.Beauty is the tranquility of mind, cultivating the inner quality through perceiving the aesthetics in life, nature and art. 3.Nurture children’s feeling, their open attitude, warm and gentle character through providing a living environment of simplicity and beauty. III. The embodiment of aesthetics in a Waldorf school and teachers’ teaching 1.Create a learning environment that nourishes children’s feeling. Provide a natural open school campus full of greenery, and classrooms of natural, soft and tender style painted with soft color, bringing children an artistic sense of aesthetic and warmth. . 2.Curriculum is designed and carried out in a breathing rhythm, balancing both Children’s physical and mental state. 3.Emphasis on learning by doing, creating motivating and intriguing learning experiences for children that embodies the beauty of teaching. 4.Paying attention to details in children’s learning and living can be one of the key points in the aesthetic cultivation in Waldorf education.