德國二所另類學校──耶拿計畫學校與蒙特梭利學校──參訪記要與思考

Interview Notes and Reflections on Visits of Two Alternative Schools in Germany-a Jenaplan School and a Montessori School

德國自普魯士王國時期至今，經歷幾番教育改革風潮，是全球另類教育的重要發源地。本研究主要針對德國二所具有代表性的另類學校進行探查，包括概念起源於古典改革教育階段，但在兩德統一後重起爐灶的耶拿計畫學校和蒙特梭利學校。此研究一方面藉由相關文獻、學校文件之閱讀，藉此初步掌握此兩所學校類型的核心精神與學校概況；另一方面則透過在校的實地觀察，以及與學校校長、教師、學生的對話，進一步分析兩校特色；最後則強調，一方面，學校作為生活與學習共同體，可以透過學校氣氛的營造、空間的佈置、節日和慶祝活動的進行、教育關係的建立，以及混齡的學習組織形式等加以建構；另一方面，學校中的學習應以學生為主體。學校可以透過開放性課程的設計、自我導向的學習過程，以及學生對學習結果的自我監控等方式，積極促成學生對自我學習的覺察與掌控。本研究透過這兩所學校的實例介紹，除了提供各種相關的具體設計供學校參考外，也鼓勵實務工作者深思表象之後實質的教育意涵，而在各自的條件下創造新的另類教育之可能性。

Since the Kingdom of Prussia, Germany has experienced several educational reforms and is an important source of alternative education in the world. This study focuses on two representative alternative schools in Germany, including the Jenaplan School and the Montessori School, which originated in the classical education reform stage but re-started after the reunification of the two Germanys. On the one hand, this study captures the core spirit and school profiles of the two schools through analyzing relevant literature and school documents; on the other hand, the study also tries to apprehend the characteristics of the two schools through field observations in schools, and dialogues with school principals, teachers, and students. Finally, the study emphasizes that, schools should be a community of life and learning which is constructed through the creation of the school atmosphere, space layout, festivals and celebrations, and through the establishment of educational relationships, and mixed-age learning form. Besides, student should be the real subject of his learning. School can actively promote students’ awareness and control over self-learning through open curriculum designs, self-directed learning processes, and self-monitoring of learning results. This study aims to provide various related designs for schools to reference. It also encourages practitioners to think deeply about the actual educational implications, and create new alternative education possibilities under their respective conditions.