Abstract
As one of alternative educations, Waldorf school regards Anthroposophy as education philosophy, emphasizing the balanced development of body, mind, and spirit. Human growth stage is vividly depicted as the foundation of teaching objectives. Additionally, the development of Waldorf education in Taiwan should be interpreted in the local context of education reform. The present study aimed at exploring the teacher-student relationship in Ci-Xin Waldorf school, including teachers’ teaching belief, interpretation of Anthroposophy, and teachers’ image from students’ perspective. The data were collected and analyzed by qualitative methods, such as participant observation, interview, and focus group. The major findings were as follow: 1. Teachers’ characteristic and life experience would deeply influence their commitment to Waldorf’s work; 2. Students would be classified according to both Four Temperament and Seven-year Cycle; 3. The teacher-student relationship in Ci-Xin would be multi-faceted; and 4. The basic work of teachers in Waldorf school would be to observing students and meeting their needs. In conclusion, teachers and students in Ci-Xin were closely connected, creating a trusting learning environment. Key word：Woldorf education, Alternative education, Teacher-Students relationship