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篇名 |
生命脈絡與課程的意義:以三位華德福教師為例
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並列篇名 | Life Context and the Significance of Curriculum: Examples of Three Waldorf Teachers |
作者 | 成虹飛、張維國 |
中文摘要 | 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。 |
英文摘要 | 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. |
起訖頁 | 57-78 |
關鍵詞 | 敘事探究、華德福教育、課程對焦、narrative inquiry、Waldorf education、curriculum deliberation |
刊名 | 清華教育學報 |
期數 | 201906 (36:1期) |
出版單位 | 清華大學 |
該期刊 上一篇
| 從華德福教育談靈性與科學 |