摘要
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。
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.
出处
《比较教育研究》
CSSCI
北大核心
2013年第7期31-35,41,共6页
International and Comparative Education
基金
2012年浙江省人文社会科学重点研究基地"浙江师范大学教师教育研究基地"招标项目"基于个体成长需求的教师素养研究"(项目号:JSJY2012012)的研究成果
