華德福教育是臺灣另類教育的代表之一，以R. Steiner提出的人智學作為基底。華德福教育在課程設計、班級經營、教學評量等面向皆有別於主流教育的框架，本文關注在華德福教育的獨特學校文化脈絡下的師生關係。研究場域方面，以臺灣某一所華德福學校為對象。在研究方法上，採取深度訪談法與焦點團體法，透過教師與學生的觀點，分析出華德福教育中獨特的師生關係樣貌。研究結果發現，華德福學校的教師實際應用四位一體說、氣質說、七年發展階段論、八年導師制等人智學理論於教學實踐之中，然藉由學生的觀點可以發現，這些框架的應用情形並非絕對，它保有了一定的彈性。整體而言，在華德福學校中，人智學理論扮演一種參考的框架，指引教師深入理解學生的內在。

This study focuses on the teacher-student relationship under the unique school culture of Waldorf education. The research field is based on a Waldorf school in Taiwan and in-depth interviews and focus group were used in this study to analyze the unique teacher-student relationship through the perspectives of teachers and students. The results of this study found that the teachers of Waldorf school actually applied the fourfold human being, four temperaments, seven-year old transformation, eight-year class teacher system and other anthroposophical theories in their teaching practice. The application of the framework is not absolute, it retains a certain flexibility. On the whole in Waldorf schools, anthroposophical theory acts as a reference framework, guiding teachers to deeply understand the inner nature of students.