與孩子共處的八年(簡體書), 詩書坊

NT$160

與孩子共處的八年(簡體書)

與孩子共處的八年(簡體書)
作者 德)埃勒 著,田達生 譯
中文說明 

當前有一股新教育的潮流,越來越多以華德福理念為指導的幼兒園乃至學校正在
中國各個城市出現。這些幼兒園和學校的創辦者、教師和家長中,很多是反思
自身教育歷程之後,希望給孩子一個更健康成長環境的父母們。
    什麼是華德福教育?簡單說來,它是起源於德國的一套已有近百年曆史的完整
而獨立的教育體系。華德福教育針對人在0-7 歲、7-14歲以及14-21歲這三個階段
的不同需要來設計教學內容,注重孩子意志、情感和思維的全面發展,
並關注每個兒童的個體差異,以一種極富藝術性的方式幫助孩子與這個世界建立
深刻的聯繫。華德福教育雖然是西方現代文明發展過程中的一個產物,但有趣的是,
它內在的精神與中國自古以來道法自然、因材施教、教學相長的優秀傳統不謀而合。

在華德福學校,主課教師會陪伴孩子八年,將他們從一年級一直領入青春期的門檻,
並擔任幾乎所有主要科目的教學。從一年級到八年級,每學期分為若干時段,
每個時段延續3-4週,在此期間主課老師帶領學生集中學習某一門科目。
   具備怎樣的條件,才能成為這樣的十八般武藝樣樣精通的老師?
他(她)又是如何做到的?這本書將會滿足你的好奇,
激發你對教育工作的熱情和信心。

第 一 章 引子——學校生活的開始
  彼此信任的開始
  第一次家長會
  入學典禮
  第一節課——“你們來了,因為你們想要學習。”
第 二 章 時段課與時段原則
  作為長時期教育的時段課
  時段課——內在呼吸與藝術化教學
  非時段課、練習課與輔導課
第 三 章 第一學年
  最初的時段
  時段課老師第一學年各種各樣的工作
  第一學年的尾聲
第四章父母與教師合作,如果出現問題..
  如何讓父母參與更多的班級生活
  班級戲劇:建立集體的特殊機會
  談談華德福學校班級的大小
  如果跟孩子開始有了麻煩
  儘管如此仍出現衝突呢?可能存在的不滿和難題
第 五 章 第二學年
  相逢在開學第一天
  時段課種種
第六章對時段課教師的內在要求以及全體教師會議
  “權威”意味著什麼
  學會向生活學習
  始終做一名學習者
  用人智學的觀點深入研究人
  重要的是信念
  力爭全面了解孩子
  班級會議:得出共同印象
  華德福學校的全體會議
第 七 章 第三學年
  孩子們來到“魯比肯河”邊
  講述《舊約》故事
  第三學年的時段
  德語課中新的一步
  月慶
第 八 章 第四學年
  內心的重大轉變
  講述材料:日耳曼神話和選自《埃達》的頭韻詩
  第四學年的時段
第 九 章 時段課教師及他的準備工作
  新學年
  新的一周和新的時段
  每日的準備工作
  每天的反思評估
  晚上的準備工作
第 十 章 第五學年
  步入中年級
  新的時段——向內看和向外看
  第一次班級旅行
第十一章 第六學年
  十二歲時內心和外表的蛻變
  新的時段——展望外部世界
  根據教學計劃需要思考什麼
第十二章 第七學年
  學生的內在及外表狀況
  新的時段——完整地認識世界
  其餘時段的新重點
第十三章 第八學年
  八年之久同一位老師?
  青少年的內心狀況
  解剖時段
  德語課文體學中的氣質
  
其他時段怎樣繼續
  學生和時段課老師八年共處的結束
  這是時段課老師的自由年嗎?
第十四章 尾聲
  附錄時段課開始時的晨誦
  一至四學年的晨誦
  五至十二學年的晨誦

頁數 169頁
備註 

ISBN: 9787530965313
中文簡體

中文簡體;大陸出版品書況:因裝幀品質及貨運條件未臻完善,書況與台灣出版品落差較大;封面老舊、出現因配送到台灣時產生的小磨痕、些許凹痕等均屬常態。請可接受者再下訂;謝謝。

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