二十世紀德國最有名的音樂教育家兼作曲家卡爾．奧福（Carl Orff，1895~1982）他認為音樂並非單獨存在的藝術，應涵蓋語言、文學、樂器、舞蹈、歌唱與戲劇；他並主張音樂教育應透過生活經驗、感覺來引導孩子認識音樂，以肢體的伸展來表達音樂，運用歌唱的方式、說白節奏、樂器、即興創作、戲劇表演來達到教學目的，概括的說奧福教學是全方位的音樂教育，注重的是「全人」的教育方式，主要在提升個人的創造力和想像能力，重在〝體驗〞，先讓孩子體驗音樂的基本要素，隨著孩子的心智成熟，自然而然的就形成具體經驗與概念。因此，奧福的音樂所營造的是一種自然的、非智力的音樂經驗，從合奏的過程中，培養出孩子健全的人格與團隊精神，並提昇人際關係的溝通與互動。 我國國民教育90學年度起全面實施七大領域教學，其中「藝術與人文」領域包含音樂、視覺及表演三科之綜合藝術課程。課程設計強調以學生為主體，以生活經驗為重心；內容編排、分段能力指標、與基本能力相互配合，以期達到「探索與表現」、「審美與理解」、「實踐與應用」之三大目標，以「全人」為目的的藝術教育。藝術教育應具有漸進性、延續性、行動性，而有賴各相關學門中探究其達成全人教育之內涵的理論或方法，以做為規劃藝術教育目標、內容與方法的依據。然後經由藝術教育的實施達成「全人」教育的實現。（黃任來，1996） 奧福教學以「培養全人」為目的的音樂教育觀念，與當前「藝術與人文」學習領域的基本理念頗為相輔。「藝術與人文」學習領域的基本理念在於：「藝術與人文即為藝術學習與人文素養，是經由藝術陶冶、涵育人文素養的藝術學習課程（教育部，2002）。」此人文素養實即「全人」的內涵。本研究旨在探討「奧福教學」之哲理將如何運用於「藝術與人文」教學領域以達到培育全人的宗旨，筆者藉由文獻探討其相關理論與多年從事奧福音樂教學之實務經驗，並以一實際活動設計案例（附錄二）分析奧福教學之手段、素材、內容與法則，探究奧福教學於藝術與人文領域中之可行性與方法，並期待對藝文領域教師有所助益。

The most renowned German musician and composer in 20th century is Carl Orff (1895~1982) who believes music should contain languages, literatures, instruments, dances, singings, and dramas instead of a solo existing art. He also advocated children should be led by life experience and feelings to meet music and to express music as the extension of body. Furthermore, the manners of singing, rhythm of voiceover, instruments, impromptu creations, and drama performances are applied to reach the educational goals. Therefore, Orff-Schulwerk is an omnibearing musical education focusing on the method of "whole person" to enhance personal creative and imaginary abilities. "Experiencing" is stressed to have musical basic elements understood and to cultivate natural-formed experiences and concepts with children's maturing minds. Consequently, Orff music is to give a natural, non-intelligence musical experience, and to cultivate a healthy mortal integrity and team spirits for improving musical experience, and to cultivate a healthy mortal integrity and team spirits for improving communications and interactions of relationships through the procedures of ensembles. Seven educational fields are fully executed from 90th academic year in national educations, which are including three synthesized art courses, music, vision, and performing in the field of "Art and Humannities". Students will be the principle part in course designs with the core of life experience; content orders, gradation ability index, and fundamental capability are cooperated in order to achieve the three goals. "explore and perform", "beauty appreciate and comprehend", "execute and apply," which art educations are based on the goals of "whole person". Art educations should possess gradualness, continuity, and action. Related subjects are relied to explore the "holistic" educational theories and methods for the reference of planning art educational goals, contents, and methods. Afterwards, "holistic" education will be attained by the execution of art education. (Huang, Ren-lai, 1996) Orff-Schulwerk is based on the musical education conceptions of cultivating whole person as a goal, which complement to the basic ideas of "Art and Humanities". The basic ideas of "Art and Humanities" are the art study and humanities capacity and dispositions which are by the ways of art studying courses of art cultivation, humanities disposition education. (Ministry of Education, 2002) The humanities disposition is the cultivations of "holistic." The study means to discuss how the philosophy of "Orff-Schulwerk" applies in the teaching field "Art and Humanities" in order to achieve the goal of cultivating holistic people. Documents study, relevant theories and pragmatic experience on Orff-Schulwerk will be comprehended in the study. A case of practical teaching activity design (Appendix 2) will be used to analyze the methods, materials, contents and rules of Orff-Schulwerk, to discuss the possibilities and methods of the field of art and humanities applying with Orff-Schulwerk, and to expect the study will benefit the teachers on the fields of arts.