一所公立華德福實驗中學科學課程教學之個案研究

Abstract

十二年國民基本教育課程綱要不僅提升學習內容的彈性，下放課程發展主體至教師，更呼籲應提供量化數據與質性描述的學習評量。近年來，體制外教育在臺灣愈來愈受到重視，實驗教育三法的通過更為體制外教育提供了法規依據。其中，華德福教育在少子化趨勢下仍逆勢成長，不僅是備受矚目的教育體制之一，更是臺灣另類教育的大宗。華德福教育因為以人智學為依歸，作為改造學校的方法與組織：在課程上並沒有特定的教材或內容，而是配合學生的發展給予不同主題與型態的素材；甚至在原則上，每一次的學習過程都應有獨屬於該次共同工作的教師與學生之一次性課本。為使教師能自行研發課程與教材，教師需參與教學會議、共同備課、教學觀察與回饋，甚至主動參加工作坊、專題講座等。而這正是108課綱所看重、甚至強調的。因此，本研究以一所臺灣的公立華德福實驗中學為研究對象，利用教師訪談、參與觀察及文件分析等方法進行資料蒐集，再以開放編碼技術與行動者網路理論進行資料分析。結果發現華德福學校的科學課程教學特色有：（一）發展在地化、與生活連結的課程，（二）依教師自身興趣發展課程，（三）以科學史架構課程，（四）採現象為本的教學，以及（五）用工作本具體化學習成果並與學生對話。這些教學特色均可作為主流教育之教師因應108課綱的參考。高等教育學者除了於前述面向協助教師之外，更可進一步（一）促進教師間交流，實踐共備、觀課與議課，（二）發展整合式科學史教材，或（三）開設科學史教學相關課程，俾使學校教師以科學史提升學生對科學本質的認識和對科學的態度。The curriculum guidelines of 12-year basic education not only increase the flexibility of learning content, but also decentralize the curriculum development to teachers, and call for the provision of quantitative assessments and qualitative descriptions of learning assessments. For the past few years, alternative education has been paid more and more attention in Taiwan. The enforcement of the three-type acts of experimental education has provided a regulatory basis for alternative education. Waldorf education is one of alternative education that is growing against the trend of declining birthrate. It is not only one of the high-profile education systems, but also the main alternative education in Taiwan. The faculty of Waldorf schools transform the methods and organization of the school based on Anthroposophy. There is no designated textbook or content of Waldorf curriculum. The teachers choose materials of different themes and forms in accordance with the development of the students. In principle, there should be one-shot textbook for teachers and students who work together in each learning process. In order to enable teachers to develop curricula and teaching materials, teachers need to participate in instructional meeting, collaborative lesson preparation, classroom observation and feedback, and even attend in workshops and special lectures. In order to focus on the progress and development of individual students, teachers need to assess students by qualitative assessments. All above are valued and emphasized by the curriculum guidelines of 12-year basic education. Therefore, this research collected data by teacher interviews, participant observation and documentary analysis in a public Waldorf high school in Taiwan, and then analyzed these data by open coding technique and actor-network theory. The results found that there are five features of science curriculum and teaching in the Waldorf school. Firstly, the teachers endeavored to develop local, life-linked courses. Secondarily, they developed the curricula according to his or her own interests. Thirdly, they used the history of science to frame the curricula. Fourthly, they applied phenomenon-based instruction. Fifthly, they used work book to reifier the learning outcomes, and communicate to their students. The teachers in mainstream education could apply these teaching methods to response to the curriculum guidelines of 12-year basic education. Furthermore, I suggest educators in higher education could assist teachers not only as mentioned above, but also the following dimensions. Firstly, educators could promote the communication between teachers, collective course preparation, observation courses, and discussion course with other teachers. Secondarily, they could develop integrated curricula of the history of science. Thirdly, they could deliver courses of the history of science. Finally, the teachers could use lessons of the history of science to promote the nature of science and the attitude to science of their students.