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    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/138796


    Title: 華德福教育體系畢業生之教育傳記研究：以台中磊川華德福實 驗教育學校為例
    Pedagogical Biography Study on Waldorf School Graduates : a Case of Taichung Lei-Chuan Waldorf Experimental School
    Authors: 倪鳴香
    Ni, Ming Shiang
    Contributors: 幼教所
    Keywords: 華德福教育;教育傳記;畢業生;學習歷程;敘述訪談 
    Waldorf education;pedagogical biography;graduates;learning process;narrative interview 
    Date: 2020-07
    Issue Date: 2022-02-10 10:15:27 (UTC+8)
    Abstract: 磊川華德福教育實驗學校源於1995年創設於台中市的娃得福托兒所 ，2002年通過立案成為台中第一所實驗學校，也成為全國第一所非 政府辦理之私立非營利實驗學校。2009年9月第一屆小學畢業生直升 磊川國中，2014年招收第一屆的高中生，完成12年一貫華德福學校 的建校工程。作為臺灣先驅的華德福學校之一，磊川華德福教育實 驗學校擁有難能可貴的辦學經驗，在這教育場域中成長的學生是如 何認知、體驗和感受其學習的旅程是本研究關切的主題。 本研究以教育學傳記研究為研究取徑，以臺灣首批台中磊川華 德福學校畢業生學習歷程為探究核心，透過敘述訪談法（NI）蒐集 第一屆16位高中畢業生的學校學習口述傳記文本，並輔以校長訪談 及教師焦點團體訪談，經轉錄文本的集體性解析與詮釋，闡釋學習 主體敘述中的學校教育圖像有：(一)學校是我第二個家，是讓人有 自由、親密、關懷、快樂感的學習場所；(二)學校讓我交到一輩子 的朋友，同儕間的關係在不斷磨合中成就相互間長遠的友誼；(三 )學校協助我決定志向，在多元與全面發展的課程下，階段性回顧的 活動自然逐漸形成學習者的自我定向；(四)學校帶給我的深層學習 ，在具有藝術性沒有課本的教學活動薰陶下，鼓勵與尊重學習主體 的自主學習，透過認識自己及超越自我，使自己成為富於道德倫理 的人。
    Lei-chuan Waldorf school was founded in 1995. It was the first experimental school in Taichung and also the first private experimental school in Taiwan in 2002. In September 2009, the first elementary school graduates went straight up to Lei-chuan junior high school. In 2014, because the 12-year compulsory education law passed, Lei-chuan school could enroll senior high school students and accomplished 12-Year consecutive Waldorf school system. The unique development history of Lei-chuan Waldorf school is worth record in the history of alternative education in Taiwan. And what students have thought, experienced, and felt in Lei-chuan Waldorf school is a significant educational concern of this study. This research is based on a pedagogical biography study approach and focuses on what and how the first high school graduates of Lei-chuan Waldorf school had experienced. It collected biographical oral texts of 16 high school graduates with the narrative interview (NI) mainly and interview texts of principles, focus group interview texts of teachers partially. By analyzing and interpreting the transcripts, this research concluded the below specific school images of learning subjects’ narratives: (1) School is my second home. It’s a learning field that I feel free, intimate, caring, and happy; (2) I have made lifetime friends in Lei-chuan school; (3) The school has helped me to improve self-orientation in diverse and comprehensive courses; (4) I have had deep learning experiences through artistic, moral and self-learning activities.
    Relation: 科技部, MOST107-2410-H004-160-SS2, 10808 ~ 10907
    Data Type: report
    Appears in Collections:[幼兒教育研究所] 國科會研究計畫

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