探討澳門及香港華德福學前教育的實踐:來自教師的視角

本研究採用質性研究方法探討有關澳門及香港華德福幼兒老師對華德福教育理念
的理解、實踐及對幼兒影響之看法。本研究以半結構式深度訪談九位華德福幼兒老
師,進行相關資料的蒐集,並對研究問題作深入分析、討論及歸納,最後撰寫出研究
結果。本研究旨在瞭解澳門及香港怎樣實踐華德福教育理念,而不是適用於地區比
較。研究結果如下:
(一)本研究的華德福幼兒老師認為華德福教育是以「人智學」的哲學思想為基
礎,「人智學」探討的是人的本質,人類的身體、心靈、精神三部分的相關性,其課程
及教學內容均依據幼兒的成展需求設定,重視幼兒的身、心、靈三方面全面發展。
(二)本研究的華德福幼兒老師非常著重個人成長和自我檢討,他們認為這樣才
能成為幼兒的榜樣;個別的華德福幼兒老師會受地區文化影響、個人的價值觀、家庭
背景或園所家長意見而調整課堂內容及教學方式。而園所的課室佈置主要採用簡單的
素材及天然的玩具,在課程內容上強調以藝術形式及親身體驗的活動為主。
(三)本研究的華德福幼兒老師認為依據華德福教育理念實踐能有助發展幼兒的
學習能力、社交能力、想像力和意志力;透過自由活動和藝術活動能有助釋放幼兒情
緒,讓幼兒在平靜和愉快的氣氛下學習。
(四)本研究的華德福幼兒老師認為實行全天然的教學環境較困難,而園所中大
部分家長對華德福教育並沒有足夠的了解,以致對幼兒的學習期望與華德福教育理念
的目標不太一致。華德福教育主張慢學的步伐,與現今急促的社會發展產生衝突。
基於這些研究結果,研究者設計了一個「本研究的華德福老師實踐華德福教育理
念的實踐圖」於本論文中,並對澳門現今幼兒教育及教育者本土化教育理念提出建
議。本文還包括未來的研究方向,以支持華德福教育後續的研究。在本研究的最後一
節,乃是研究者在完成本研究的過程中對澳門幼兒教育的啟發及反思。
This qualitative study is an exploration of preschool teachers’ perspectives and practices
of the Waldorf’s educational approach in Macau and Hong Kong. It includes teacher’s views
of the potential impact of the Waldorf educational approach on children. The study was
conducted through semi-structural interviews, with the participation of nine Waldorf
preschool teachers. Relevant data was collected for analysis and interpretation. This study did
not generalize the Waldorf approach itself, but rather sought to understand how this approach
may be effectively implemented locally in Macau and Hong Kong. The key findings of this
study are as follows:

1. The participating teachers believe that the Waldorf educational approach is driven by the
concepts of "Anthroposophy", which are essential for education. Anthroposophy refers to
the harmonious development of Body, Mind and Spirit.
2. The participating teachers understand that the importation of this approach as a good
model for children, so the teachers use this to review themselves and for their personal
growth development. The participating teachers adjust the content and teaching methods
within the context of the regional culture, personal values, family background of the
children and the opinions of parents. In the classroom, they use natural, organic and simple
materials for decoration and play.
3. The participating teachers agree that the Waldorf education philosophy has a positive
impact on children's learning abilities, social skills, imagination and willpower. The
implementation of free and artistic activities allow children to release their emotions,
enhance their thoughts and help them learn in a calm and pleasant atmosphere.
4. The participating teachers believe that it is difficult to implement an all-natural teaching
environment. Most parents at the preschool centre do not have a sufficient understanding
of the Waldorf education approach. This leads to parental learning expectations for their
children being inconsistent with Waldorf education because this approach advocates
learning through natural development, which conflicts with the current social
development.