本研究旨在探討以華德福教育理念發展的金屬工藝創作課程對於高中階段青少年課程適用之教師行動研究,希能創作出對學生有正向意義之工藝課程教案,並予以實踐探索。青少年處於兒童轉換至成年的過渡時期,身心與情緒相較不穩定,容易受同儕的影響,心靈也較為敏感;也就是青少年在人類發展歷程中處於「自我統合與角色混亂」時期,若發展順利,則能邁向穩定、成熟之個體,反之則產生角色混亂,影響其往後的人格發展,這亦是當今青少年問題愈來愈複雜的原因之一;而教育是「教師、學生與課程」之間的互動過程,其目的是輔導學生正常的開展,邁向身心平衡,並能找到自我存在的價值與意義。傳統高中階段的師生關係為上對下的傳授,偏重於知識性的灌輸,而今因教育體制的鬆綁,教育現場也開始意識到,必須發展兼具「知識」、「技能」與「情意」的全人教育,即體認到此對於國家日後的人文與科技發展有著絕對的關聯性,因此將工藝教育納入國高中「生活科技」領域之一環,而金屬工藝大多出現於高中階段以上的工藝課程之中。本研究係以華德福教育理念之工藝教育為例,探討如何發展一個理論與實務兼具的金屬工藝創作課程,並能培養人類發展中所需要的意志力,及以此意志力灌輸於情感與思考之中。筆者於宜蘭縣立慈心華德福教育實驗高中教授「基礎金屬工藝課程」與「進階選修金屬工藝課程」,遂構思如何結合包浩斯設計思維和華德福教育的青少年成長階段論理念,著手規劃設計出一完整的金屬工藝課程,及於教育現場透過教師行動研究和學生的互動探索得以反覆驗證,及歸納收斂出一個自我實作創造的課程,此即是本文想嘗試探討的議題。研究方法與研究程序部分,自105學年度上學期開始,透過現有的文獻、相關書籍及先前發表的小論做為基礎,統合彙整相關資料及以歌德觀察法摘敍的實務教學質性紀錄,整理撰寫出金屬工藝創作課程教案;實踐部分則於105學年度下學期至106學年度下學期實施,歷經為期兩年三輪的課程,透過此一行動研究論文的撰述,俾能對於金屬工藝教育貢獻一份心力。
The purpose of this study is to investigate the metalworking education in Waldorf education for the teacher action research of the junior high school curriculum experience in the high school, and hopes to create a teaching lesson plan for the students with positive meaning and practice. Adolescents are in the transitional period of transition from childhood to adulthood. Their mental and emotional complexities are relatively unstable. They are easily affected by their peers and their hearts are more sensitive; that is, they are in a period of “self-integration and role confusion” in the human development process. It can lead to stable and mature individuals. Otherwise, it can create chaotic roles and affect the development of their personality. This is also one of the reasons why today’s youth problems are becoming more and more complicated; while education is a person (teacher) and person ( The purpose of the interaction process between students is to coach students to be good and to mature individuals, and to find the value and significance of self-existence. The traditional teacher-student relationship in high schools in traditional countries is taught from top to bottom, emphasizing the indoctrination of knowledge. Today, due to the loosening of the education system, the education scene has begun to realize that it is necessary to develop “knowledge”, “skills” and “intelligence”. The whole person education recognizes that this has an absolute relevance for the country’s future humanities and science and technology development. Therefore, technology education has been incorporated into the “life science and technology” field of China National High School, and most of the metal craftsmanship has appeared in the high school stage or above. In the course, this study will use the Metals Technology Course at Compassion High School as an example to discuss how to design a metal craft creation course that combines both theory and practice; at present, the author teaches “Foundation” at the Yide County Huashifu Education Experimental High School in Yilan County. "Metal Process Courses" and "Advanced Metal Processing Courses", the concept of how to combine Bauhaus design thinking and Waldorf education's growth stage theory, start planning and designing a complete basic metal process curriculum, and through teacher action research The interaction with the students at the education site was repeatedly verified and summarized as a lesson in self-creating creation. , Namely that this article would like to try to explore the issue. The research method and the design of the research process have been started from the last semester of the 105 academic year.