比较教育研究
比較教育研究
비교교육연구
Comparative Education Review
2013年
7期
31~35
,共null页
斯坦纳理论 华德福教育 人智学 核心理念 国内实践
斯坦納理論 華德福教育 人智學 覈心理唸 國內實踐
사탄납이론 화덕복교육 인지학 핵심이념 국내실천
Waldorf Education; Anthroposophy; Key Ideas ; Domestic Practice
澳大利亚科学家、教育家鲁道夫·斯坦纳从自然主义视角指出新的教育理论，并通过共办华德福学校践行之。他的人智学理论成为华德福教育的哲学基础，并构成华德福个体成长分期论。“横向丰裕、纵向有序”是对华德福教育理念的总体概括，华德福重视教育中的自然主义、榜样模仿、节律重复、故事滋养和艺术陶冶。抽象而批判地汲取华德福智慧，对国内教育发展大有裨益。华德福教育虽在国内发展迅速，但仍面临体制衔接和资金支持等方面的挑战。
澳大利亞科學傢、教育傢魯道伕·斯坦納從自然主義視角指齣新的教育理論，併通過共辦華德福學校踐行之。他的人智學理論成為華德福教育的哲學基礎，併構成華德福箇體成長分期論。“橫嚮豐裕、縱嚮有序”是對華德福教育理唸的總體概括，華德福重視教育中的自然主義、榜樣模倣、節律重複、故事滋養和藝術陶冶。抽象而批判地伋取華德福智慧，對國內教育髮展大有裨益。華德福教育雖在國內髮展迅速，但仍麵臨體製銜接和資金支持等方麵的挑戰。
오대리아과학가、교육가로도부·사탄납종자연주의시각지출신적교육이론，병통과공판화덕복학교천행지。타적인지학이론성위화덕복교육적철학기출，병구성화덕복개체성장분기론。“횡향봉유、종향유서”시대화덕복교육이념적총체개괄，화덕복중시교육중적자연주의、방양모방、절률중복、고사자양화예술도야。추상이비판지급취화덕복지혜，대국내교육발전대유비익。화덕복교육수재국내발전신속，단잉면림체제함접화자금지지등방면적도전。
Facing Materialism overflowing and social problems spreading, Rudolf Steiner put forward the theory of Anthroposophy one century ago. It deems that human being have the following three elements ： body, soul and spirit, and the following four essences： physical body, life body, sentient body and ego body. Based on these, Steiner believes that there are three phases for individuality progress, seven years for each phase, and the key education words for these three phases are model,authority and independence respectively. ＇Being plenty horizontally and in order longitudinally＇ is the Waldorf key education idea, and it thinks highly of naturalism, models and imitating, rhythm and repetition, stories and arts. Dipping wisdom from Waldorf Education abstractly and critically is meaningful for domestic education. Although Waldorf Education develops rapidly in China, it is facing many challenges, such as system connection, fund supports, and so on.
