Research On Waldorf Curriculum Ideology From The Perspective Of Green Education

Waldorf education was founded in nearly one hundred years ago, however, it still has fresh vitality and luster nowadays. In this research, the author experienced the courses of Waldorf education and undertook a detailed analysis. On the basis of this, the author put forward the fundamental hypothesis of "the curriculum ideology of Waldorf education appeared in modern times, but it has a distinctive consciousness of pre-modern and strong mind of post-modern". This study is based on the points of "the Waldorf education is a kind of green education", and demonstrated the fundamental hypothesis by utilizing William F.Pinar’s ideology of Understanding curriculum and William E.doll’s postmodern "4R" curriculum standard as the basis, respectively.This paper is mainly divided in five sections.In the first part, the author clarified the curriculum ideology of Waldorf education in four stages--the Sophistes’ s education in ancient Greek period,the humanism education in Renaissance,the nature education in Enlightenment, and the Waldorf education founded by the Rudolf Steiner, he also analyzed the theoretical basis of curriculum ideology of Waldorf education in three angle of the philosophy, psychology and sociology in detail.It can help us to understand and interpret the curriculum ideology of Waldorf education in essence by clarified the veins of the curriculum ideology of Waldorf education, and analyzed its theoretical basis in detail.In the second part, a understanding curriculum perspective and a "understanding curriculum paradigm" were used to elucidate the objective,content,implementation and evaluation of the curriculum of Waldorf education with a historical text. The "understanding curriculum paradigm" of green curriculum ideology of Waldorf education can help us to unearth the distinctive consciousness of pre-modern and strong mind of post-modern of curriculum ideology of Waldorf education deeply.In the third part, on the basis of the "4R" model offer by doll, this study explored the richness, regression, correlation and rigor of the curriculum ideology of Waldorf education respectively. Meanwhile, with a postmodernism angle, it further analyzed and demonstrated the consciousness of pre-modern and mind of post-modern of curriculum ideology of Waldorf education.In the fourth part, the paper introduced and analyzed the practice of Waldorf education and some of the relevant problems in China, and introduced one or two Waldorf schools respectively located in Taiwan of China, Hong Kong of China and the mainland. In particular, this study analyzed the content and implementation of the course in detail. From the perspective of curriculum practice, the paper analyzed the cultural adaptability of the curriculum ideology of Waldorf education, and provided a practical support to further explore its realistic significance for the reform and the development of our country’s elementary education curriculum.In the fifth part, on the basis of the above analysis, the paper discussed the realistic significance of the curriculum ideology of Waldorf education with regard to the reform and the development of our country’s elementary education curriculum.There are two significant implications when the study of the curriculum ideology of Waldorf education turns to a postmodern. Firstly, it can help to excavate the post modernity of the curriculum ideology of Waldorf education more deeply, and promote the development of the theory of Waldorf education. Secondly, it has practical implication for the development of Chinese existing basic education curriculum, and provided more diverse directions for the reform of our country’s elementary education curriculum.