芬兰现象式教学体系及其对新课标实施的启示

A Research on the System of Phenomenal Learning in Finland and Its Implications to New Curriculum in China

我国的新课标实施要求开展跨学科主题学习,芬兰的现象式教学围绕生活现象开展跨学科学习,可以成为借鉴的对象。但是,对芬兰现象式教学的内涵和操作存在很多借鉴误区。实际上,芬兰的现象式教学有明晰的价值定位,超越教学方式,本质上是一种育人理念。实施路径包括教、学、评三要素,以学为本,核心是学生驱动的有意义学习;以教为径,关键是教师发挥主导作用;以评促学,形成五维评价框架的特色。其顺利实施离不开芬兰的文化特征与整全教育哲学的指引。借鉴芬兰经验,我国的跨学科主题学习需要正确理解其内涵及本质,发挥学生的主体作用,明确教师的角色和能力要求,重视评价环节,吸纳教师参与课程制定和教材编写,并拓展信息技术在跨学科主题学习中的运用。

Interdisciplinary learning is proposed in the new curriculum launched in spring 2022 in China and phenomenal learning in Finland is studied since it exemplifies interdisciplinary learning. There are some misunderstandings related to the nature and practices of phenomenal learning in Finland which needs to be clarified. Phenomenal learning in Finland is not only a teaching mode,but also a philosophy of cultivating students which emphasizes learner-driven learning,teachers’ role as assistants and facilitators and five-dimension assessment framework. The implementation of phenomenal learning depends largely on Finnish cultural characteristics as well as guidance of holistic education. In order to smoothly carry out new curriculum in China,the connotation and nature of interdisciplinary learning needs to be clarified,students subjectivity needs to be emphasized,teachers capabilities need to be improved,assessment needs to be done,teachers need to take part in the process of developing curriculum and information technology needs to be used in practices of interdisciplinary learning.