芬兰基础教育课程改革50年:历程、特点及成效  

Fifty Years of Basic Educational Curriculum Reform in Finland:Process,Characteristics and Achievement

作　　者：岳伟[1] 李文娟 Yue Wei;Li Wenjuan(School of Education of Central China Normal University)

机构地区：[1]华中师范大学教育学院

出　　处：《教育史研究》2023年第2期106-116,共11页Educational History Studies

基　　金：2022年度教育部哲学社会科学研究后期资助重大项目“环境与可持续发展教育的国别研究”(22JHQ018)。

摘　　要：基础教育课程改革是推动芬兰形成公平、包容且优质基础教育体系的关键。自1970年至今,芬兰的基础教育课程改革已持续了50余年。以历次课程改革的核心目标为标准,可将芬兰的基础教育课程改革划分为三个主要阶段:为确保教育平等的规范性统一课程时期、为提高整体教育质量的多样化弹性课程时期、为培养学生21世纪关键能力的多学科主题式课程时期。将平等、公平、包容等理念贯穿始终,关注多元主体的协同参与和对话,强调渐进式的课程改革路径是芬兰基础教育课程改革的主要特征。芬兰的基础教育课程改革成效显著,包括建立了平等、优质且高效的基础教育体系,形成了以尊重、信任为内核的教育文化,建构了互惠且灵活的评估机制。Basic educational curriculum reform is the key to the fair,inclusive and high-quality basic educational system in Finland.Finland's basic educational curriculum reform has been lasting for more than 50 years.Based on the core objective of previous reform,it can be divided into three main stages:standardized unification period to ensure educational equality,diversified and flexible period to improve the overall quality of education,and multidisciplinary thematic period to cultivate students' key ability in the 21st century.The main characteristics of the reform are concepts of equality,fairness and inclusiveness,participation and dialogue of multiple subjects,and progressive reform path.The reform forms an equal,high-quality and efficient basic educational system and educational culture with respect and trust as core,and constructs mutually beneficial and flexible evaluation mechanism.

关 键 词：芬兰 基础教育课程改革 教育平等 多主体协作 

分 类 号：G51[文化科学—教育学]