The School for Gods, The Journey for Heros: A Reflective Turn on Teaching of “Myth” in Ci-Xin Waldorf High School
In waldorf K-12 curriculum, the course of “myth” was palyed an important role in history and literature, and it also provided a role model with the meaning for children and young people. The teacher as a researcher serves in I-lan Ci-Xin waldorf school, and the research is based on autobiography, literature research, narrative research, participatory observation, and through the action of teaching. The purpose of the study was to explore and reflect that how to design the course of myth and how the team of Ci-Xin transform the myth curriculum into their own culture. It shows the meaning of “mutual support ”（交工） in the process of curriculum transformation.
The results revealed that teachers in Ci-Xin have their own version of the teaching ,however even the versions are different but they are related to each other. The content of course is presented as a metaphor for the “Schools of the gods”; the picture of learning process of teacher’s preparation is “heroic journey” just like the children; in the classroom teachers are “avatar of curriculum”, as a hero need to “sacrifice”. Teaching of myth varies according to the age of the learners. The follow-up observation shows that the K-12 curriculum has made the cross-referencing of the teaching activities of the whole school life. And the study puts forward the Atayal mythology as metaphor, and reveals the image of the team of Ci-Xin as “the great Relay” when they transform the curriculum.
|關鍵詞||神話教學、語文教學、華德福教育、課程行動研究、課程轉化、myth teaching、language teaching、Waldorf education、curriculum action research curriculum transformation|