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| 題名: | 德國華德福教育之在地化過程－以雲林山峰華德福學校為例 |
| 其他題名: | The Localization Process of Germany Waldorf Education: Taking Yunlin Shanfeng Waldorf School as An Example |
| 作者: | 張明惠
Chang, Ming-hui |
| 貢獻者: | 教育社會學研究所
林昱瑄
Yu-suan Lin |
| 關鍵詞: | 在地化;華德福教育;另類教育
Alternative Education;Localization;Waldorf Education |
| 日期: | 2013 |
| 上傳時間: | 2015-01-05 11:24:44 (UTC+8) |
| 摘要: | 為深入瞭解德國華德福教育的在地化過程，本研究採質性取向個案研究方式，以雲林縣山峰華德福學校作為研究對象，資料蒐集方法主要採深度訪談、文件分析，佐以田野觀察。探討德國華德福教育在台灣雲林在地化過程中所需要的折衷與妥協；山峰華德福學校在行政組織、課程教學、師資方面、社區經營四個面向進行在地化轉化的過程；轉型華德福學校後遇到的困境以及因應之道及在地社區人士態度轉變的過程及原因。並根據研究結果歸納出以下的研究結論：一、德國華德福教育在台灣雲林在地化必須經過折衷與妥協：包括補強體制內教育內容作為轉銜機制；以學習型組織取代三元組織；師資養成無法符合華德福教師要求；學校硬體設備無法完全配合華德福教育理念去興建等。二、國家教育主管機關對於另類教育的引進缺乏配套措施：包括經費、評鑑與競賽研習要求；對於學校立案方式和校務管理方面法令也未配合鬆綁。三、在地化在各地會開出不一樣的花朵，意指配合在地環境所形塑的華德福教育會呈現不同的面貌。四、德國華德福教育進入雲林古坑地區的在地化策略：包括影響在地農業朝向有機生產模式、重視多元智能的展演與成果展現、教育與地區經濟發展結合的方式、吸納在地社區長輩成為學校師資。五、學校在行政組織、課程教學、師資方面、社區經營四個面向進行在地化轉化的結果：以行政組織而言，學校和家長社群在公立的科層體制下，努力發揮三元組織精神；以課程教學而言，學校融入在地元素，重塑具特色的課程內容；以師資方面而言，華德福教師尊重與包容態度得到家長認同，並以靈性引導取代情緒管理；以社區經營而言，在地文化的深耕需要親師生共同合作，學校努力與外在社區環境保持和諧互惠的關係。六、山峰國小轉型華德福教育後遇到的困境以及因應之道：困境包括資源不足，在地人士對華德福教育的認識也不足、上級的考核評鑑與競賽要求、在地居民的疑慮等，然而山峰國小亦有因時、因地制宜地發展出因應之道。七、在地社區人士的態度由一開始的不瞭解、反彈轉為肯定、接納的原因有以下兩點：（1）孩子真實的成長（2）社區正向的改變。 根據上述研究結論，分別對教育主管機關、未來有心發展另類教育的人士、對台灣教育體制、未來研究者四類對象提出相關建議。
In order to obtain a deeper understanding of localization of the German Waldorf education, this study adopts a qualitative case study approach, takes the Shan Feng Waldorf Elementary School in Yunlin County as the study object, conduct in-depth interviews and document analysis for data collection and collects supplementary materials from field observation to investigate the tradeoffs and compromises required during the localization of German Waldorf education in Yunlin County. The Shan Feng Elementary School has conducted localized measures in terms of administrative organization, course teaching, teacher recruitment, and business operations. This study reviews the predicament encountered after localization of the Waldorf school, the coping measures, and the reasons why the attitude of people has changed in local communities. Then, the following conclusions are drawn based on research results.I. Tradeoffs and compromises required during the localization of German Waldorf education in Yunlin County: including reinforcing the education content within the current education system as the connective mechanism; replacing the threefold organization for the learning organization; teacher recruitment does not meet the requirements of the Waldorf education; school hardware cannot perfectly match the philosophy of the Waldorf education.II. Lack of supporting measures on the introduction of alternative education from national education authorities: including requirements on funding, evaluation and competition study; regulations regarding school registration and school management have not loosened. III. Localization can lead to different results at different places, which means that the Waldorf education can be shaped differently in accordance with the local environments.IV. The localization strategies for the Shan Feng Waldorf Elementary School: including the development of local agriculture towards organic farming, performances and results presentation of multiple intelligences, combination of education and regional economic development, recruitment of older people in local communities in school education, etc.V. Results of school localization in terms of administrative organization, course teaching, teacher recruitment, and business operations: Regarding administrative organization, schools and parents under the bureaucratic system strive to promote the spirit of the threefold organization. Regarding course teaching, schools combine local elements to reshape courses and create featured programs. Regarding teacher recruitment, parents identify with Waldorf teachers in terms of their respectful, accommodating attitude as well as the spiritual guidance provided by Waldorf teachers. Regarding business operations, the cultivation of local cultures requires the collaboration of teachers, parents and students and schools need to strive to maintain a peaceful, reciprocal relationship with the outer environment. VI. The predicament encountered after transformation of the Waldorf school and coping strategies: The predicament includes scarce resources, little knowledge of local people about the Waldorf education, evaluation, assessment and competition requirements of supervisors, concerns of local residents, etc. The coping strategies will be detailed in the following sections.VII. The reasons why the attitude of people has changed in local communities: Researchers obtain two conclusions about the reasons why the attitude of people has changed in local communities: (1) child development and (2) positive changes in local communities. Based on the above research conclusions, this study further proposes advice on the education system in Taiwan for educational administrative authorities, alternative education units to be established, and future researchers. |
| 顯示於類別: | [應用社會學系(社會工作與社會設計碩士班,教育社會學碩士班)] 博碩士論文-教育社會學碩士班
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