眾神的學校、英雄的旅程：宜蘭慈心華德福學校「神話」教學之反思

The School for Gods, The Journey for Heros: A Reflective Turn on Teaching of “Myth” in Ci-Xin Waldorf High School

華德福教育發展近百年，「神話」教學於其十二年一貫統整課程架構裡，在歷史、文學教學扮演要角，更具兒童、青少年典範提供與生命意義形塑之角色。研究者服務於宜蘭縣慈心華德福中小學，本研究以自傳、文獻探討、敘說研究、參與觀察形成不同參照點，透過教學行動探究反思神話教學之課程形構，並陳顯慈心華德福團隊於課程轉化時的「交工」意涵。
慈心華德福學校教學形成相依而相異的版本，內容所呈現者正可為「眾神的學校」所隱喻；教師備課過程的學習探索如孩子心智成長的「英雄的旅程」；於課堂中教師實為「課程化身」，作為成道英雄需有「捨身」之美德。神話教學依學習者年齡不同而具不同樣相，研究者追蹤觀察顯示，十二年一貫整體課程使各年段教學交互參照，具統整效果。本研究同時提出泰雅族射日神話為隱喻，揭示課程轉化時團隊「接力壯行」的圖像。

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.