華德福教育中身體活動及其全人教育之實踐：以三所形態之華德福學校為例

Physical activities in Waldorf schools and the practice of holistic education : A case study of three types of Waldorf schools

10.6222/pej.202409_57(3).0007

張曉慈(Hsiao-Tzu Chang)；陳渝苓(Yu-Ling Chen)

華德福教育 ； 全人教育 ； 身體活動 ； 體育 ； 體育活動 ； Waldorf education ； holistic education ； physical activity ； physical education ； physical education activities

體育學報

57卷3期（2024 / 09 / 01）

303 - 324

繁體中文;英文

緒論：增進兒童身體活動是全球公衛的重大目標，學校體育應被視為最重要的任務。教育部依全人教育精神頒定十二年國民基本教育課綱，然目前制度雖套入全人教育的體育，只知理念與口號，尚不解其實際作為。而華德福教育被當代重要全人教育學者認為是全人教育之實踐，但本土學術上卻少有關於華德福身體活動與體育之研究。為此，本研究回顧全人教育以及華德福教育中對身體與體育的主張作為理論基礎，再以質性研究取徑蒐集個案資料，描述華德福教育體系中有關身體活動的內容與體育之施行，並探索其與全人教育之連結。方法：研究採質性研究策略中的多重個案研究為主要方法，根據不同學校形態選取三所華德福學校當做主要案例／受訪者，並透過深度訪談與實物分析做為資料蒐集方式。結果：根據資料分析，華德福學校的身體活動可分為以下類型來執行：包括遊戲與體育課、藝術文化活動、戶外教育活動、華德福教育特有之身體活動、體育社團活動等。在這些課程中，也發現了「多元」、「規律」、「整體」、「身心並重」等，與全人教育相符的主要原則。結論：綜合研究結果，在身心靈統整的全人健康、不強調競爭、注重遊戲的樂趣化教學、感受身心關聯、順應身體發展等觀點上，華德福學校施行體育之內容展現了全人教育的目的。

Introduction: Improving children's physical activity is a major goal of global public health, and physical education in school settings should be valued as the most crucial task in modern society. While the Ministry of Education promulgated the Curriculum Guidelines of 12-Year Basic Education according to the spirit of holistic education, the current system often falls short in translating these principles into tangible action within physical education. Despite Waldorf education being hailed as a practical embodiment of holistic principles, there is a dearth of research on Waldorf physical activities and education in local academia. In order to address this gap, this study first reviews the theoretical underpinnings of holistic education and Waldorf education regarding body and physical education, then takes Waldorf education as practical cases to examine the link to holistic education. Methods: This case study used the qualitative paradigm as its primary method. Three Waldorf schools were selected as major cases/interviewees according to their varied attributes. The data were collected using in-depth interviews and document analyses. Results: Based on the data analysis, the physical activities at Waldorf schools could be categorized as games and physical courses, art and cultural activities, outdoor education, and after-school clubs. Among those course designs, principles such as diversity, regularity, completeness, and body-mind balance emerged, which correspond to the major principles in holistic education. Conclusion: The contents of physical education at Waldorf schools represents the purpose of holistic education, especially from the perspectives of wellness, fun-oriented teaching, non-competitiveness, the mind-body connection, and the physical development.