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    题名: 台灣華德福教育型態學校發展圖像與教師專業發展之研究 -以宜蘭縣立慈心華德福教育實驗高級中等學校為例
    The Study on the School Development and Teacher Professional Development in Taiwan’S Waldorf School: a Case Study of Yi-Lan Ci-Xin Waldorf High School
    作者: 倪鳴香
    Ni, Ming Shiang
    贡献者: 幼教所
    关键词: 華德福教育;學校發展史;另類教育 
    Waldorf Education;History of School Development;alternative education 
    日期: 2018-12
    上传时间: 2022-02-10 10:16:43 (UTC+8)
    摘要: 本研究目的在於梳理與探究華德福教育型態在台灣學校歷經近20年發展的實踐歷程，及參與建校過 程之教師群的專業發展圖像。以宜蘭縣立慈心華德福教育實驗高級中等學校為研究對象，乃是基於切 身長期以局外人的身分涉入、觀察與參與該校的活動。其自2000年以台灣第一批公辦民營小學創校 至今，已於2015年8月設置高中部完成華德福學校12年一貫之建校過程，此一獨特發展歷程已然是 台灣另類學校教育史上值得記載的寳貴資產。本研究計晝預計透過學校歷史文獻檔案的爬梳、歷任校 長與資深教師的敘述訪談、以及學校發展重要關鍵事件焦點團體訪談等研究方法，以二年期研究的規 劃，從全球發展經驗的觀點探究此一華德福教育實驗方案在台灣發展的軌跡，包括學校發展歷程、教 師專業發展面貌以及兩者間之交互影響。第一年的重點將放在探究華德福學校在台灣實踐發展的經驗 歷程及其面臨的挑戰與困難，並啟動進行歷任校長及資深教師口述傳記的採集;第二年的探究則以台 灣華德福教師的養成及其專業發展與認同之圖像為關注焦點。最後，在記錄台灣華德福學校發展史的 意圖下，嘗試參照全球第一所德國Uhlandsh6he華德福學校之國際案例發展經驗，為未來台灣本土另 類實驗教育發展提供實踐論述。 
    The research purpose is to comb and explore the practical development of Taiwan’s Waldorf school, and the professional development of teachers who Involved the initial process. The reason of choosing Yi-Lan Ci-Xin Waldorf High School as the research subject is based on the researcher’s longstanding involvement, observation, and participation as a outsider. As the first batch of private management of public schools in Taiwan in 2000, Ci-Xin Waldorf School opened its high school in August 2015, and fulfilled its twelve-year education system. This unique process has been worthy recording in the history of Taiwan’s alternative school development. We will use several methods to collect research data: combing the historical documents of school, using ‘narrative interview’ to collect the individual narratives of all principals and some senior teachers, and using ‘focus group interview’ with key informants on important events. We also plan this tow-year research to explore the development track of Taiwan’s Waldorf education from the perspective of global development, including the development process of school, the feature of teacher professional development, and their interactions. In the first year, we will focus on exploring the practical development and its difficulties of Taiwan’s Waldorf school, and starting to collect senior teachers’ narrative biographies; in the second year, we will pay attention to the professional development and identity of Taiwan’s Waldorf teachers. Furthermore, in order to record the history of Taiwan’s Waldorf school, we will also try to compare the experiences of German Uhlandshohe Waldorf school, and to explore the practical discourse of Taiwan’s local alternative education. 
    關聯: 科技部, MOST105-2410-H004-142-MY2, 10608 ~ 10707
    数据类型: report
    显示于类别:[幼兒教育研究所] 國科會研究計畫

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