芬兰“现象式学习”的理论探索与实践经验——专访芬兰赫尔辛基大学科丝婷·龙卡(Kirsti Lonka)教授  

The Theories and Practices of Phenomenon-based Learning From Finland--Interview With Professor Kirsti Lonka of University of Helsinki

作　　者：科丝婷·龙卡 钱文丹 唐鑫[3] 王君 Kirsti Lonka;QIAN Wendan;TANG Xin;WANG Jun(Faculty of Educational Sciences,University of Helsinki,Helsinki 00014,Finland;Sino-Finnish Joint Learning Innovation Institute,Beijing Normal University,Beijing 100875,China;School of Education,Shanghai Jiao Tong University,Shanghai 200240,China;Faculty of Psychology,Beijing Normal University,Beijing 100875,China)

机构地区：[1]赫尔辛基大学教育科学学院,芬兰赫尔辛基00014 [2]北京师范大学中芬联合学习创新研究院,北京100875 [3]上海交通大学教育学院,上海200240 [4]北京师范大学心理学部,北京100875

出　　处：《教师教育学报》2023年第6期1-10,共10页Journal of Teacher Education

摘　　要：科丝婷·龙卡教授(Kirsti Lonka)作为芬兰“现象式学习”研究的权威专家之一,其深厚的研究基础和丰富的实践经验对学生的“现象式学习”与教师的现象式教学都产生了巨大影响。近20年,龙卡教授在继承芬兰教育家玛雅利萨·劳斯特-冯·赖特(Maijaliisa Rauste-von Wright)教授关于“现象式学习”初始想法的基础上,带领团队为“现象式学习”概念的形成和发展作出了重大贡献。龙卡教授不仅在大学的教师教育专业为跨学科教学培养储备人才,使他们成为富有创造力、好奇心、跨学科素养和具备解决问题能力的未来教师,还主张要从学校管理者、日程安排、过程性评价和共享领导力等多个维度出发为学校顺利实施“现象式学习”提供支持。面对当前的改革和挑战,龙卡教授指出要特别重视教师在实施“现象式学习”这种新方法时产生的“情绪挑战”,这个过程会是教师发展抗压能力、情绪管理能力以及社会与情感技能的重要契机。龙卡教授还论述了如何对“现象式学习”进行评估,并提出评估应该是多元的、全面的、面向21世纪能力的主张,这也为国际上希望学习芬兰“现象式学习”的教育者提供了思路。因此,此次访谈不仅对深入理解芬兰的“现象式学习”具有追本溯源的作用,而且可以为我国义务教育课程方案(2022年版)提出的跨学科学习提供重要启示。Since the 21st century,Finnish students and teachers have consistently performed excellently in the Program for International Student Assessment(PISA)and the Teaching and Learning International Survey(TALIS)conducted by the Organization for Economic Co-operation and Development(OECD).The high quality of its education system has attracted global attention and interests.In the new curriculum reform at 2016,the concept of Integrative Instruction and Multidisciplinary Learning Modules was introduced in the Finnish National Core Curriculum For Basic Education,which corresponds to Phenomenon-based Learning(PhBL)in school practice.Through this reform,Finland is establishing a unique Finnish approach to interdisciplinary competences and integrated teaching methods.Professor Kirsti Lonka,as a prominent figure representing the concept of Phenomenon-based Learning in Finland,has deep research foundation and rich practical experience.Nearly the past two decades,Professor Lonka,based upon the original idea of Maijaliisa Rauste-von Wright,has continuously made her contributions in the concept formation and development process.Professor Lonka has not only trained future teachers with interdisciplinary competences in teacher education programs,equipping them with creativity,curiosity,transversal competence and problem-solving skills,but has also advocated for supports at various dimensions such as school leadership,flexible scheduling,formative assessment,and shared leadership to facilitate the smooth implementation of Phenomenon-based Learning in schools.In the face of current challenges in PhBL reform,Professor Lonka emphasizes the importance of addressing the emotional challenges that teachers may experience when implementing this new approach.She suggests it can be an opportunity for teachers to develop skills in pressure management,emotional management skills,as well as social and emotional competences.Professor Lonka also discusses the need for a diverse,comprehensive and 21st century competences-oriented assessment of Phe

关 键 词：现象式学习 多(跨)学科学习 师资培养 学校实践 效果评估 国际化应用 

分 类 号：G652[文化科学—教育学]