主客對話的科學探究：一所華德福高中的個案研究

Subject and Object Dialogue in Scientific Inquiry: A Case Study of a Waldorf High School

本文探討華德福科學教育的特色並考察其在臺灣的實踐。首先，透過文獻探討，提煉出華德福科學教育三大環環相扣的特點：以歌德觀察法科學進行探究，從學生的內在發展需求決定教育內容、方法與節奏，以及注重與大自然的情感連結及整體性認識。其次，進入一所華德福學校，對其十年級酸鹼鹽及十二年級光學等兩門科學主課程，進行各為期一週的觀課，並訪談兩位授課教師。本文描述個案學校的華德福科教課堂風景，討論三大特點的落實情形、教師的教學實踐思考與所面臨的挑戰，並與主流科學探究式教學進行比較，以期搭架二者的對話橋樑。

"This study aims to explore the characteristics of the scientific pedagogy of Waldorf education and its practice in Taiwan. A literature review was utilized to identify three interconnected characteristics of Waldorf science education: that Goethean observation is the primal scientific inquiry methodology; that the curriculum outline takes its cues from the students' inner development; and that holistic understandings of—and emotional connections with—nature must be emphasized in science teaching. Then, using data collected from class observations of two science main courses in a Waldorf high school—Salt, Acids, and Bases in 10th grade and Optics in 12th grade—and interviews with the two relevant teachers, this paper described how Waldorf science education is being practiced in these two courses and discussed its strengths and challenges in the context of Taiwanese education. Finally, certain similarities and differences between the Waldorf scientific pedagogy and the scientific inquiry method used by mainstream schools were discussed in the hope of facilitating further dialogue between the two."