可持续性教育融入中小学课程:芬兰的经验

Integrating Sustainability Education into Primary and Secondary School Curriculum:The Finnish Experience

可持续性教育理念是芬兰国家课程标准中的重要价值观之一。文章以芬兰《2014年基础教育国家核心课程》和《2019年普通高中国家核心课程》两份文本为分析对象,从课程理念、课程目标、课程设置、课程实施、课程评价五个维度,对芬兰可持续性教育融入中小学课程的内容与路径进行研究,发现芬兰可持续性教育与课程的融合可概括为相互关联的五个方面:课程理念上将可持续性理念纳入课程基本目标和价值观;课程目标上将可持续性素养融入中小学核心素养框架;课程设置上分为独立路径、融合路径与混合路径三种形式;课程实施中引入现象式学习方式;课程评价上将可持续性教育纳入课程标准总体评价与学科评价范畴。这对明晰我国生态文明教育、将绿色低碳要求融入课程的实践进路具有一定启示。

The concept of sustainability education is one of the important values in the Finnish national curriculum standards.Taking National Core Curriculum for Basic Education 2014 and National Core Curriculum for General Upper Secondary Schools 2019 as the two objects of analysis,this paper examined the content and pathways of integrating sustainability education into Finnish primary and secondary school curriculum in five dimensions:curriculum rationale,objective,setting,implementation,and evaluation.The research found that the integration of sustainability education and curriculum in Finland can be characterized by five interrelated aspects:the incorporation of sustainability concepts into its basic objectives and values in the curriculum rationale;the integration of sustainability competencies into the key competencies framework of primary and secondary schools in the curriculum objectives;the three paths(independent,integrated and hybrid paths) in the curriculum settings;the introduction of phenomenon-based learning in the curriculum implementation;and the integration of the curriculum evaluation into the overall evaluation of the curriculum standards as well as the subject evaluation.Some inspirations are implied for identifying the practical improvement of integrating ecological civilization education and green low-carbon requirements into the curriculum in China.