臺灣華德福教育實徵研究之探析與展望

A Review of Empirical Research on Waldorf Education in Taiwan

華德福教育是實驗教育當中相當具有代表性的理念教育，目前的發展規模已到達全球67個國家，並且廣泛受到臺灣從幼兒教育到國民教育階段全人發展貫穿的認同與重視。本文以一種身心靈整合發展的華德福教育為主題，探究臺灣華德福教育實徵研究的發展與現況。本文以「華德福」及「人智學」為論文名稱進行搜尋，最終（至2021年底）收錄了94篇實徵性論文作為內容分析對象，包括16篇的實徵性期刊論文、78篇的實徵性博碩士論文。本文整理相關的實徵性研究文獻，並針對研究時間、研究方法、研究對象所屬教育階段、研究主題、與研究結果等五個面向進行歸納分析。經由實證研究內容文件的梳理，本文提出下列臺灣華德福學校發展在實施情況、實施成效、面臨困境與挑戰、影響因素、及改進之道等五個方向的綜合評析如下：（一）從臺灣華德福教育實徵研究上對於課程發展、教師教學、學校組織與學校發展、家長參與等的實施情況，可以看出臺灣華德福學校的發展，都是呈現與華德福教育理念中各核心的價值相符並實踐之。（二）從臺灣華德福教育實徵研究上對於課程發展與設計、教師教學、學生學習、家長參與學校事務等方面，可以看出臺灣華德福學校的實施成效，是衷實於華德福教育理念在各元素所追求的核心價值的實踐。（三）本文從臺灣華德福實徵研究歸納出課程發展、教師教學、學校組織、家長參與等面臨的困難與挑戰，可歸納出這個理念教育內容的實踐在臺灣發展不到30年，尚需要時間等待它更深耕與成熟；在教育外部事項則需要更多的社會支持體系。（四）臺灣華德福教育實徵研究上對於華德福教育中的影響因素，主要有教師教學、學生學習、家長參與等三個面向的探討。以及（五）改進之道，從臺灣華德福教育實徵研究上對於改進之道的論述，可以看出實徵研究上對於臺灣華德福學校在「未來精進」上的建議主要是：走入社區、融入在地特色，在融合在地性中又不失源自歐陸的華德福教育的原有特色；華德福學校發展宜有更大的開放性與外部連結。根據研究結果，本文提出臺灣華德福教育實徵研究的未來展望：一、研究架構與視域方面：（一）開展全球在地化的華德福教育實徵研究；（二）嘗試「跨華德福」的理念與實踐對話性實徵研究。二、研究對象與關注年段方面：（一）開發華德福教育中學生以上、大學生適應及畢業生的研究；（二）嘗試華德福教育精神延伸於大學的教育實驗方案研究。三、研究方法方面：（一）開展「多元混成」－質量並存、方法論融合的研究；（二）發展跨界（跨國、跨校、跨主流教育與實驗教育間）的「比較研究」。四、研究主題方面：（一）用語內外理解，以學術研究作為溝通橋樑的華德福教育實徵研究；（二）議題關注現實、迎向時代迫切課題的、更新轉化的華德福教育實徵研究；（三）充實並開展有關學生學習、學習成果、以及華德福畢業生追蹤的實徵研究。

Waldorf education is a relatively widespread form of experimental education. It has reached 67 countries worldwide and has been widely recognized and valued by Taiwanese education circles, ranging from early childhood education to compulsory education at all levels. This paper focused on Waldorf education in Taiwan, where the aim of such education is the holistic development of the student throughout their academic journey. Following a search with ＂Waldorf＂ or ＂Anthroposophy＂ as the keyword for the paper title, 94 empirical studies were analyzed, comprising 16 empirical journal articles and 78 Ph.D. dissertations. The literature analysis method was used, and the literature was analyzed from five perspectives: research time, research methods, educational stages of research objects, research themes, and research results. The results indicated the following. First, the development of Taiwan's Waldorf schools is consistent with the core values of the philosophy of Waldorf education in terms of curricular development, teaching, school organization, school development, and parental participation. Second, several difficulties, such as those in curriculum development, teaching, school organization, and parental participation, in the empirical study of Waldorf education in Taiwan were noted. Anthroposophy has undergone development in Taiwan for less than 30 years, which is too short for it to have any noticeable contribution. In addition, other aspects of education require greater social support. Third, according to the empirical research on Waldorf education in Taiwan, teaching, learning, and parental participation are the three key factors influencing Waldorf education. Fourth, the empirical research on future improvements suggests that Waldorf education should be adapted to local characteristics but that these adaptations should adhere to the essence of Waldorf education. Furthermore, the development of Waldorf-based schools should be more open and inclusive, with more connections with stakeholders outside the school. The study identified several gaps in the literature that future empirical research on Waldorf education in Taiwan should meet. 1. Research scope: future studies should focus on glocalization and praxis in Waldorf education. 2. Research sample: future studies should focus on extending Waldorf education to the university context and to middle school students and above. 3. Research methods: future studies should conduct mixed-methods research and compare between countries, between schools, or between mainstream and experimental education. 4. Research topics: future studies conduct empirical research on Waldorf education using academic research as a communication tool; focus on reality, addressing today’s most relevant challenges, and transform Waldorf education empirical research; enrich and conduct empirical research on learning, learning outcomes, and monitor Waldorf graduates.