以「層級思維的課程設計」發展華德福課程：一個臺灣跨校教師社群的實務探究

Developing Waldorf Curricula Through“Layered Curriculum”Perspective: A Practical Exploration of a Cross-School Teacher Community in Taiwan

本文由四位大學教授與七位華德福資深教師共同組成的跨校合作團隊，進行課程設計的實務探究，旨在透過華德福課程設計與發展的層級思維進行對話與省思。本實務探究以「層級思維的課程設計」為核心方法，強調華德福教育作為一項世界性的教育運動，同時也兼顧各文化的在地養分，珍視各地土壤長出的社群網絡所發展的在地課程。而「華德福課程設計的跨校交流」發展特別運用了「層次的華德福課程發展與設計」架構，讓課程設計的層級思維在對話交流中萌生。
由七位華德福實務教師開展的課程設計與發展，歷經兩年的社群交流對話，展現了臺灣華德福課程中「層級思維」的三項重要實踐意義：一、回應時代變遷的課題：「全球化挑戰」成為課程設計的宏觀探問；二、面對在地脈絡的情境：「在地化」成為課程設計的中層課題；三、現象流動的認識：「師生內在發展」成為課程設計的微觀藝術。

This paper presents a practical cross-school exploration of curriculum design conducted by four university professors and seven experienced Waldorf teachers. It aims to foster dialogue and reflection on the hierarchical thinking behind Waldorf curriculum design and development.
This exploration adopts the“layered curriculum”development approach, emphasizing Waldorf education as a global educational movement while integrating the local cultural nutrients. It values community networks and locally rooted curricula that emerge from diverse cultural soils. The development of“cross-school collaboration in Waldorf curriculum design”particularly utilizes a framework of“hierarchical development and design in Waldorf curricula,”enabling hierarchical thinking to emerge through dialogue and exchange.
The curriculum design and development practices initiated by seven Waldorf teachers over two years of community dialogue highlight the following significant implications of hierarchical thinking for Waldorf curricula in Taiwan:
1. Responding to the challenges of the times: Globalization becomes a“macro-level”inquiry in curriculum design.
2. Addressing local contextual realities: Localization becomes a“meso-level”theme in curriculum design.
3. Understanding the flow of phenomena: Inner development of teachers and students becomes a“micro-level”art in curriculum design.