本研究之目的是探討台灣華德福學校教育性戲劇課程之現況及其與研究樣本各背景變項之間的關聯，使用問卷調查進行資料的蒐集、分析與討論。研究對象為二十六所華德福學校中曾執行教育性戲劇課程的1~12年級教師，總共回收有效問卷94份，資料經統計分析，研究結果重點如下：
台灣的華德福學校幾乎都有實行戲劇課程，華德福教師大多有戲劇展演或相關研習的經驗，半數以上的學校有專業的戲劇教師，這個比例相較於主流學校高出很多；學生的戲劇演出內容最常來自西方題材，劇本來源也多有差異，如低年級教師改編現成故事，中年級師生共同改編現成故事，高年級教師或學生修改現成劇本等；在製作導演與時程方面，大多由班級導師擔任學生戲劇的製作人以及導演。多數老師表示預備戲劇製作的時程是1~3個月；有六成多的老師反應學生有在校外場地演出，但學生參與「社區服務性質」的戲劇展演仍占少數大約兩成。
除現況之外，本研究問卷也收集教育性戲劇課程實施中，華德福教師所面臨有關戲劇專業、戲劇製作歷程、戲劇指導等困境的分析。同時調查教育性戲劇課程之資源支持性、教師的教學效能與信念，其中有九成教師同意「帶學生製作戲劇雖要額外付出許多心力與時間，但仍覺得很有意義。」、「帶學生製作戲劇雖然會遇到不同的困難，但仍享受製作戲劇的過程。」。由此可知，即使帶學生製作戲劇的過程困難重重，但是絕大多數的華德福教師對此事仍然持正向的態度。
綜合以上研究調查結果，本研究提出相關具體建議，以供推行教育性戲劇課程相關單位及人員參考。

中文關鍵字：華德福教育、戲劇教育、教育性戲劇課程、教學資源支援性、教學效能、教學信念

This study explores how G1-12 Waldorf teachers practice Pedagogical Theater curricula in 26 Taiwan Waldorf schools through questionnaire survey research.
Main findings from the statistical analyses of 94 valid questionnaires are as follow.
Almost all Waldorf schools in Taiwan practice Pedagogical Theater curricula. Most respondents in the survey have experience in drama performances or related training. More than half of the Waldorf schools surveyed work closely with professional drama teachers. This percentage is higher than that of mainstream schools. G1~4 teachers often adapt an existing story into a class play; G5~8 teachers and students often work together to adapt an existing story into a class play; G9~13 teachers or students tend to produce a modified play from a classic one. In addition, most class plays are adapted from Western sources. The majority of the class teachers produce and direct a play for their class in 1 to 3 months. Most Waldorf students have performed outside of school venues, but they have rarely done a theater play for community services.
This survey also shows the difficulties for Waldorf teachers in implementing a Pedagogical Theater curriculum, such as a lack of expertise in theater and class play production. Meanwhile, this study investigates teachers' Pedagogical Theater curricula teaching effectiveness, beliefs, and resource support from their schools. In my survey, about 90% of the teachers agreed that "Producing a class play with students is worthwhile even though it takes a lot of effort and time." or "Producing a class play may meet different complications, but I still enjoy the process." The respondents' responses to the above two questions clearly show that despite the difficulties teachers face in producing a class play with students, most Waldorf teachers still have a positive attitude toward the Pedagogical Theater curriculum.
This study provides specific suggestions for teachers, schools, and teacher training institutes to promote and implement a Pedagogical Theater curriculum.

Key words: Waldorf education, drama education, Pedagogical Theater curriculum, supportive teaching resources, teaching effectiveness, teaching beliefs

王保進（2002）。視窗版SPSS與行為科學硏究。心理，台北市。
台北劇場實驗室（2021）。 https://www.facebook.com/taipeitheatrelab/， 台北市。
余民寧（1995）。心理與教育統計學。三民書局，台北市。
余秋雨（2007）。中國戲劇史。天下遠見，台北市。
林清山（1993）。心理與教育統計學。東華書局，台北市。
林進材（2001）。國小教師教學效能的理論與實際。復文，高雄市。
林進材（2004）。教學原理。五南，台北市。
林麗真（2002）。從華德福教育開一扇窗─探尋九年一貫藝術與人文領域師資培育的新面向。中小學一般藝術教育師資培育學術與實務研討會論文集，新竹市。
林寶山（2003）。實用教學原理。心理，台北市。
李佩怡（2010）。華德福教育之數字節奏與故事教學策略應用於啟智班數學課之行動研究（未出版之碩士論文）。國立新竹教育大學，新竹市https://hdl.handle.net/
11296/zh5nr4
胡志毅（2001）。神話與儀式：戲劇的原型闡釋。學林出版社，上海。
邱淑惠、莊孟珊（2004）。臺中地區幼教人員電腦整合教學信念與應用現況之調查研究。師大學報：科學教育類，49（2），35-60。https://doi.org/10.6300/JNTNU.
2004.49(2).02
洪秋美（2013）。桃園縣國中戲劇教育之研究（未出版之碩士論文）。國立中央大學，桃園市。 https://hdl.handle.net/11296/55u7tt
徐孟利（2014）。華德福教育性戲劇課程之「轉化」意涵 及教師實踐歷程探究（未出版之碩士論文）。臺北藝術大學，台北市。https://doi.org/10.6835/TNUA.2014.
00270
陳木金（1999）。班級經營。揚智，臺北市。
張美華、簡瑞良（2009）。教師新法的根本─談教師心態與教學成效的關係。教師之友，50（5），89-100。 https://doi.org/10.7053/TF.200912.0089
張德銳、李俊達、王淑珍（2014）。認知教練對中小學教師教學省思及教學效能影響之研究：以參與教師專業發展評鑑方案之教師為例。臺北市立大學學報，45（1），61-80。 https://doi.org/10.6336/JUT.4501.004
張曉華（2003）。創作性戲劇教學原理與實作。成長基金會，台北市
教育部（2000）。國民中小學九年一貫課程暫行綱要。p331。
教育部（2018）。十二年國民基本教育課程綱要國民中小學暨普通型高級中等學校-藝術領域。https://www.naer.edu.tw/upload/1/16/doc/818/%E5%8D%81%E4%BA%8C%
E5%B9%B4%E5%9C%8B%E6%B0%91%E5%9F%BA%E6%9C%AC%E6%95%99%E8%82%B2%E8%AA%B2%E7%A8%8B%E7%B6%B1%E8%A6%81%E5%9C%8B%E6%B0%91%E4%B8%AD%E5%B0%8F%E5%AD%B8%E6%9A%A8%E6%99%AE%E9%80%9A%E5%9E%8B%E9%AB%98%E7%B4%9A%E4%B8%AD%E7%AD%89%E6%A0%A1-%E8%97%9D%E8%A1%93%E9%A0%98%E5%9F%9F.pdf
教育部（2018）。高級中等以下教育階段非學校型態實驗教育實施條例。 https://law.
moj.gov.tw/LawClass/LawAll.aspx?pcode=H0070059
教育部（2018）。學校型態實驗教育實施條例。https://law.moj.gov.tw/LawClass/LawAll.aspx?pcode=H0070060
教育部（2021）。公立高級中等以下學校委託私人辦理實驗教育條例。 https://law.moj.gov.tw/LawClass/LawAll.aspx?pcode=H0070062
教育部（2021）。性別統計指標彙總性資料--教職員。教育部統計處。 https://depart.moe.edu.tw/ED4500/cp.aspx?n=C1EE66D2D9BD36A5
教育部（2021）。十二年國民基本教育課程綱要總綱。https://www.naer.edu.tw/
upload/1/16/doc/288/(111%E5%AD%B8%E5%B9%B4%E5%BA%A6%E5%AF%A6%E6%96%BD)%E5%8D%81%E4%BA%8C%E5%B9%B4%E5%9C%8B%E6%95%99%E8%AA%B2%E7%A8%8B%E7%B6%B1%E8%A6%81%E7%B8%BD%E7%B6%B1.pdf
郭晏輔（2021）。一所華德福學校師生生命之邂逅。生命教育研究，13（2），83-113。 https://doi.org/10.3966/207466012021121302003
黃建翔、吳清山（2013）。國民中學教師專業發展、專業承諾與教學效能關係之研究─以TEPS資料庫為例。師資培育與教師專業發展期刊，6（2），117-140。 https://doi.org/10.3966/207136492013120602006
黃儒傑（2006）。初任教師教學信念與其教學表現之研究：以幼稚園教師為例。教育學刊，27，123-144。https://www.airitilibrary.com/Publication/alDetailedMesh?DocID=15633527-200612-x-27-123-144-a
曾素秋（2008）。九年一貫課程設計理念與國中教師教育信念研究─以中彰投四縣市國中教師為例。朝陽人文社會學刊，6（2），197-253。http://ir.lib.cyut.edu.tw:8080/bitstream/310901800/8873/1
孫志麟（2002）。教學效能： 三元模式的建構與應用。教育研究月刊，104，44-54。 http://ericdata.com/tw/detail.aspx?no=46936
許籐繼、倪靜宜（2019 ）。國小教師領導與教學效能現況及其結構關係模式之分析。臺北市立大學學報 • 教育類 50（2）， 59-84。https://doi.org/10.6336/JUTEE.201912
_50(2).0003
馮莉雅（2001）。國中教師教學效能評鑑之研究（未出版之博士論文）。國立高雄師範大學，高雄市。 https://hdl.handle.net/11296/q5343f
溫子欣（2018）。實驗教育機構、學校之共同辦學特色分析。國家教育研究院教育脈動電子期刊，14。https://www.airitilibrary.com/Publication/alDetailedMesh?docid=P20160218002-201806-201809170013-201809170013-1-7-016
鄭一亭、陳均伊、張惠博、楊巽斐（2006）。以學校為本位的合作式專業成長：一位資深教師的教學信念與教學改變。科學教育月刊，294，2-14。 https://doi.org/10.62
16/SEM.200611_(294).0001
劉世雄（2012）。實習教師之人際互動關係與教師信念關聯之研究。師資培育與教師專業發展期刊，5（2），25-42。 https://doi.org/10.6764/JTEPD.201212.0025
劉倚禔、吳勁甫（2017）。教師專業學習社群與教師教學效能關係之後設分析。教育科學期刊，16（1），157-169。https://www.airitilibrary.com/Publication/
alDetailedMesh?docid=16808444-201706-201801050018-201801050018-157-169
蔡偉澎、江美姿、洪維佳、蔣仲霖（2013）。大學教師信念與教學策略之研究─以台灣某一私立大學為例。高教評鑑與發展，7 （2），63-85。https://doi.org/10.6197/HEED.2013.0702.03
錢德順（2020）。20世紀英國著名的戲劇教育學者及其主張。戲劇教育教育發展基金會網站研究/文章 https://www.the-faf.com/article05，香港。
盧其薇（2022）。台灣華德福小學語文教學現況與教師語文教學態度調查（未出版之碩士論文）。國立清華大學，新竹市。
譚彩鳳（2006）。香港中文教師教學信念及背景因素之研究。當代教育研究，14（1），113- 146。 https://bibliography.lib.eduhk.hk/tc/bibs/66562bf2
蕭佳純（2018）。教師創意教學信念量表之發展。科學教育學刊, 26（1）, 29-50 https://doi.org/10.6173/CJSE.201803_26(1).0002
羅寶鳳、陳 麒 （2020）。初任教師工作困擾、教學效能與專業表現之研究。教育科學研究期刊 第六十五卷第二期 2020 年，65（2），37-71 。https://doi.org
/10.6209/JORIES.202006_65(2).0002
蘇素慧、詹勳國（2005）。實施九年一貫課程後國小教師數學教學信念與行為之研究。教育科學研究期刊，50（1），27-51。 https://doi.org/10.3966/2073753X2005045001002
Aitken, G. （2007）. The inquiring teacher: Clarifying the concept of teaching effectiveness. Unpublished manuscript, Faculty of Education, The University of Auckland, New Zealand.
Ambusaidi, A. K., & Al-Balushi, S. M. （2012）. A longitudinal study to identify prospective science teachers’ beliefs about science teaching using the draw-a-science-teacher-test checklist. International Journal of Environmental & Science Education, 7（2）, 291-311. http://www.ijese.net/makale/1505.html
Andersen, J.（2017）. Acting with care: How actor practice is shaped by creating theatre with and for children. Melbourne Graduate School of Education. The University of Melbourne http://hdl.handle.net/11343/208762
Ashperger, C.（2008）. Rhythm of Space and the Sound of Time- Michael Chekhov's Acting Technique in the 21st Century, Rodopi, Amsterdam and New York
Borich, G. D. （2016）. Observation skills for effective teaching: Research-based practice （7th ed.）. New York, NY: Routledge. https://doi.org/10.4324/9781315633206
Bransby, K & Rawson, M. （2021）. Waldorf Education for the Future: A framework for curriculum practice. Steiner Waldorf Schools Fellowship. London
Burt, Keith.（2020）. History of Drama in Education Part 1: Splitting definitions of Drama. https://burtsdrama.com/2020/04/15/why-we-teach-drama-and-not-theatre-part-1/
Chekov, M. （1952）. To the Actor: On the Technique of Acting. Reprint of 1952 Edition. Martino Fine Books; Illustrated edition （3 Jun. 2014）
Collison, H.（1920）. Introduction in Four Mystery Plays. The Knickerbocker Press, New York and London
Coşkun, Y. D., & Cumaoğlu, G. K. （2013）. Scale of teachers’ beliefs on the effect of the use of mobile devices on students. Procedia—Social and Behavioral Sciences, 106, 2299-2306. https://doi.org/10.1016/j.sbspro.2013.12.263
Devine, D., Fahie, D., & McGillicuddy, D. （2013）. What is ‘good’ teaching? Teacher beliefs and practices about their teaching. Irish Educational Studies, 32（1）, 83-108. https://doi.org/10.1080/03323315.2013.773228
Dewey, J. （1898a）. The university elementary school, general outline of school of work. University Record, III（40）, 201-202
Dewey, J. （1899a）. The school and society, Being Three Lecture. The University of Chicago Press.
Dunn, K. E., & Rakes, G. C. （2011）. Teaching teachers: An investigation of beliefs in teacher education student. Learning Environ Research, 14（1）, 39-58. https://doi.org/
10.1007/s10984-011-9083-1
Eccles, J. S., & Wigfield, A. （2002）. Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109-132. https://doi.org/10.1146/annurev.psych.53.100901.135153
Eisner, E. W. （1997）. The state of art education today and some potential remedies: A report to the national endowment for the arts. Art Education, 50（1）, 27–72. https://www.
tandfonline.com/doi/abs/10.1080/00043125.1997.11652854
Evertson, C. M., & Green, J. L. （1986）. Observation as inquiry and method. In M. C. Wittrock （Ed.）, Handbook of research on teaching ,162-213. New York, NY: MacMillan.
Göbel, N.（2019）How it all began: The history of Waldorf schools. https://www.waldorf-100.org/en/waldorf-education/history/
Goldshmidt, G. （2017）. Waldorf education as spiritual education. Religion & Education, 44（3）, 346-363. https://doi.org/10.1080/15507394.2017.1294400
Goldstein, T. R., & Lerner, M. D. （2017）. Dramatic pretend play games uniquely improve emotional control in young children. Developmental Science. 21（4）https://doi.org/10.1111/desc.12603
Goldstein, T. R., Tamir, M., & Winner, E. （2013）. Expressive suppression and acting classes. Psychology of Aesthetics, Creativity, and Arts, 7（2） 191–196. https://doi.org/10.1037/a0030209
Goldstein, T. R., & Winner, E. （2012）. Enhancing empathy and theory of mind. Journal of Cognition and Development, 13（1）, 19–37. https://doi.org/10.1080/15248372.2011.573514
Goldstein,T.R., Young, D.L. & Thompson, B.N..（2020）. It’s All Critical: Acting Teachers’ Beliefs About Theater Classes. Front. Psychol., 19 May. https://doi.org/10.3389/fpsyg.2020.00775
Guskey, T. R., & Passaro, P. D. （1994）. Teacher efficacy: A study of construct dimensions. American Educational Research Journal, 31, 627-643. https://doi.org/10.2307/1163230
Hayford, M., & Kattwinkel, S. （2018）. Performing Arts As High-Impact Practice. New York, NY: Palgrave Macmillan.
Haberman, S. J. （1978）. Analysis of qualitative data. New York, NY: Academic Press.
Holcomb, S. （2007）. State of The Arts: Despire Mounting Evidence of Its Role In Student Achievement, Arts Education Is Disappearing In The Schools That Need It Most. New York, NY: NEA.
Horner, M. （1997）. Leadership theory: Past, present and future. Team Performance Management, 3, 270-287. https://doi.org/10.1108/13527599710195402
Hoy, W. A., Davis, H., & Pape, S. J. （2006）. Teacher knowledge and beliefs. In P. A. Alexander & P. H. Winne （Eds.）, Handbook of educational psychology, 2nd ed, 715-737. Mahwah, NJ: Erlbaum.
Hribar, D. C. （1994）. Instructional effectiveness through assessment of student performance. Second Annual College of Continuing Education Faculty Symposium on Teaching Effectiveness, 13-23. https://commons.erau.edu/cgi/viewcontent.cgi?referer=&httpsredir=
1&article=1018&context=bollinger-rosado
Hui, A., & Lau, S. （2006）. Drama education: a touch of the creative mind and communicative-expressive ability of elementary school children in Hong Kong. Thinking Skills and Creativity. 1（1）, 34–40. https://doi.org/10.1016/j.tsc.2005.06.001
IASWECE （2021）. Waldorf World List. International Association for Steiner/Waldorf Early Childhood Education. https://www.freundewaldorf.de/fileadmin/user_upload/images/Waldorf_World_List/Waldorf_World_List.pdf
Khader, F. R. （2012）. Teachers’ pedagogical beliefs and actual classroom practices in social studies instruction. American International Journal of Contemporary Research, 2（1）, 73-92. https://www.uop.edu.jo/download/research/members/111_2027_fakh.pdf
Kiss, T., & Lin, C. （2016）. Beliefs, knowledge and practices of grammar pedagogy: Teaching dyslexic learners. Malaysian Journal of ELT Research, 12（1）, 37-59. https://melta.org.my/journals/MAJER/downloads/majer12_01_03.pdf
Klassen, R. M., & Tze, V. M. （2014）. Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis. Educational Research Review, 12, 59-76. https://doi.org/10.1016/j.edurev.2014.06.001
Koballa,T.R. & Crawley,F.E. （1985）. The influence of Attitude on Science Teaching and Learning. School Science and Mathematics, 85（3）, 222-232. https://doi.org/10.1111/j.1949-8594.1985.tb09615.x
Kwon, H., & Chang, M. （2009）. Technology teachers’ beliefs about biotechnology and its instruction in South Korea. Journal of Technology Studies, 35（1）, 67-75. https://doi.org/10.21061/jots.v35i1.a.9
Larson, R. W. & Brown, J. R. （2007）. Emotional development in adolescence: what can be learned from a high school theater program? Child Development, 78（4）, 1083–1099. https://doi.org/10.1111/j.1467-8624.2007.01054.x
Lavonen, J., Jauhiainen, J. Koponen, I.T., & Kurki-Suonio, K. （2004）. Effect of along-term in-service training program on teachers’ beliefs about the role of experiments in physics education. International Journal of Science Education, 26（3）, 309-328. https://doi.org/10.1080/095006903200007433
Liu, T. C. （2007）. Teaching in a wireless learning environment: A case study.
Educational Technology & Society, 10（1）, 107-123. https://scholar.lib.ntnu.edu.tw/en/publications/teaching-in-a-wireless-learning-environment-a-case-study-2
Leonard, J., Barnes-Johnson, J., Dantley, S. J., & Kimber, C. （2011）. Teaching science inquiry in urban contexts: The role of elementary preservice teachers’ beliefs. Urban Review: Issues and Ideas in Public Education, 43（1）, 124-150 https://doi.org/10.1007/
s11256-010-0173-7
Lowyck, J. （1994）. Teaching effectiveness: An overview of studies. Tijdschrift voor Onderwijsresearch, 19（1）, 17-25. https://limo.libis.be/primo-explore/fulldisplay?docid=LIRIAS1713448&context=L&vid=Lirias&search_scope=Lirias&tab=default_tab&fromSitemap=1
Maier.M.F., Greenfield,D.B. & Bulotsky-Shearer, R.J. （2012）. Development and validaton of a preschool teachers’ attitudes and beliefs toward science teaching questionnaire. Early Childhood Research Quarterly, 28（2）, 366-378. https://doi.org/10.1016/j.ecresq
.2012.09.003
Medley, D. M. （1982）. Teacher effectiveness. In H. E. Mitzel （Ed.）, Encyclopedia of educational research 5th ed., 1841- 1851. NY: The Free.
Motallebzadeh, K., Ahmadi, F., & Hosseinnia, M. （2018）. The relationship between EFL teachers’ reflective practices and their teaching effectiveness: A structural equation modeling approach. Cogent Psychology, 5（1）, 1-9. https://doi.org/10.1080/23311908.2018.1424682
Murphy, E., & Rodríguez-Manzanares, M. A. （2008）. High school teachers’ beliefs about learner-centred e-learning. E-Learning and Digital Media, 5（4）, 384-395. https://doi.org/10.2304/elea.2008.5.4.384
Nicolopoulou, A., Cortina, K. S., Ilgaz, H., Cates, C. B., & de Sá, A. B. （2015）. Using a narrative- and play-based activity to promote low-income preschoolers’ oral language, emergent literacy, and social competence. Early Childhood Research Quarterly, 31, 147–162. https://doi.org/10.1016/j.ecresq.2015.01.006
Noice, H., Noice, T., Perrig-Chiello, P., & Perrig, W. （1999）. Improving memory in older adults by instructing them in professional actors’ learning strategies. Applied Cognitive Psychology, 13（4）, 315–328. https://doi.org/10.1002/(SICI)1099-0720(199908)13:4<315::AID-ACP581>3.0.CO;2-M
Northcote, M. （2009）. Educational beliefs of higher education teachers and students: Implications for teacher education. Australian Journal of Teacher Education （Online）, 34（3）, 68-81. https://search.informit.org/doi/10.3316/informit.787830473908158
Norton, L., Richardson, T. E., Hartley, J., Newstead, S., & Mayes, J. （2005）. Teachers’ beliefs and intentions concerning teaching in higher education. Higher Education, 50（4）, 537-571. https://doi.org/10.1007/s10734-004-6363-z
Omasta, M. （2012）. A survey of school theatre: a landscape study of theatre education in United States high schools. Teaching Theatre, 24（1）, 8–29. https://digitalcommons.
usu.edu/theatre_facpub/10/
Ozcan, O.D. （2019）. Pre-service Information Technology Teachers’ Self-Efficacy, Self-Esteem and Attitudes towards Teaching: A Four-Year Longitudinal Study. Contemporary Educational Technology, 10（2）, 137-155. https://doi.org/10.30935/cet.554478
Pittis, A. M.（2015）. Pedagogical Theatre. （2ed.） AWSNA Publications
Podlozny, A. （2000）. Strengthening verbal skills through the use of classroom drama: A clear link. The Journal of Aesthetic Education 34, 239–275. https://doi.org/10.2307/3333644
Pohan, C. A., & Aguilar, T. E. （2001）. Measuring educations’ beliefs about diversity in personal and professional context. American Educational Research Journal, 38（1）, 159-182. https://doi.org/10.3102/00028312038001159
Punzalan,J.F. （2018）. The Impact of Visual Arts in Students’ Academic Performance. International Journal of Education and Research, 6 （7）, 121-130. https://www.ijern.com/journal/2018/July-2018/10.pdf
Richardson,V. （1996）. The Role of Attitudes and Beliefs in Learning to Teach. In J.Sikula （Ed.）. Handbook of Research on Teacher Education , 2nd Ed.,102-119. New York:Macmillan. https://www.researchgate.net/publication/239666513_The_role_of_
attitudes_and_beliefs_in_learning_to_teach
Robinson, K., & Aronica, L. （2018）. What Happens To Student Behavior When Schools Prioritize Art. https://www.kqed.org/mindshift/50874/what-happens-to-student-behavior
-when-schools-prioritizeartfifbclid=IwAR10D7E53bc7mOR9yGKXmYIAi0cAS8OIn5e7nkKA-VuKSBgQbNz9w-G6RNE
Rawson M. （2020）.A Theory of Waldorf teacher Education Part 1: learning dispositions. RoSE - Research on Steiner Education, 11（2）http://rosejourn.com/index.php/rose/article/view/593
Seidel, T., & Shavelson, R. J. （2007）. Teaching effectiveness research in the past decade: The role of theory and research design in disentangling meta-analysis results. Review of Educational Research, 77, 454- 499. https://doi.org/10.3102/0034654307310317
Sloan, D.（2001）. Stage of Imagination-Working Dramatically with Adolescent. The Association of Waldorf Schools of North America.
Smyth, N.（2016）. Drama at the Heart Teaching Drama in Steiner-Waldorf School. Floris Books Edinburgh UK.
Sowden, P. T., Clements, L., Redlich, C., and Lewis, C. （2015）. Improvisation facilitates divergent thinking and creativity: realizing a benefit of primary school arts education. Psychol. Aesthet. Creat. Arts, 9（2）, 128–138. https://doi.org/10.1037/aca0000018
Steiner.R. （1995）. The Kingdom of Childhood. 1924. Translated by Helen Fox. Anthroposophic Press. N.Y.
Steiner.R. （1996）. The Foundation of Human Experience. 1919. Translated by Robert F. Lathe and Nancy Parsons Whittaker. Anthroposophic Press. N.Y.
Steiner.R.（2013）。實用教學指引-華德福學校1-8年級課程的圖像（林琦珊譯、蕭志暉審譯）。洪葉文化。（原著出版於 1919 年）
Tang, T. L.-P. （1994）. Teaching evaluation in the college of business: Factors related to the overall teaching effectiveness. https://eric.ed.gov/?id=ED374716
Wilson, M. A. F.（2014）. Constructing childhood and teacher authority in a Waldorf daycare. Critical Discourse Studies, 11（2）, 211-229. https://doi.org/10.1080/17405904.2013.852984
Winner, E., Goldstein, T. R., & Vincent-Lancrin, S. （2013）. Art For Art’s Sake: The Impact Of Arts Education. Educational Research and Innovation. Paris: OECD Publishing.
Winner, E., & Hetland, L. （2000）. The arts in education: evaluating the evidence for a casual link. The Journal of Aesthetic Education 34（3/4）, 3-10. http://www.jstor.org/stable/3333636.