芬蘭教育成功的秘訣是什么，給了我們什么啟示？

看點(diǎn)：芬蘭，一個人口僅五百多萬，國土面積只有三十多萬平方公里的國家。其教育發(fā)展水平在短短幾十年躍居世界前列，芬蘭中學(xué)生在世界 OECD 組織的PISA 項(xiàng)目測試中表現(xiàn)優(yōu)秀。芬蘭教育成功的秘訣是什么？其成功給了我們什么啟示呢？近日，赫爾辛基市政府科技教育及教學(xué)環(huán)境辦公室高級顧問Anna Rantapero-Laine在接受搜狐教育專訪時就芬蘭教育成功的秘訣、芬蘭的自然教育、芬蘭教育為何重視項(xiàng)目式學(xué)習(xí)等話題進(jìn)行了分享。

受訪人Anna Rantapero-Laine

搜狐教育：教育發(fā)展水平在短短幾十年躍居世界前列，芬蘭中學(xué)生在世界 OECD 組織的PISA 項(xiàng)目測試中表現(xiàn)優(yōu)秀，在您看來芬蘭教育成功的秘訣是什么？

Anna：Finland's excellent learning outcomes are the result of research-based pedagogy and its innovative approach to teaching and learning. This combination supports the creation of excellent curricula and first-class learning environments and processes. Equality is a key value in our education system. Therefore differences of learning outcomes between schools are very small.

芬蘭優(yōu)秀的學(xué)習(xí)成果是研究型教學(xué)法及其創(chuàng)新的授課與學(xué)習(xí)方法的結(jié)果。這種結(jié)合模式促進(jìn)了優(yōu)秀課程的創(chuàng)新和一流學(xué)習(xí)環(huán)境和流程的創(chuàng)建。平等是我們教育體系的關(guān)鍵價值。因此，學(xué)校之間的學(xué)習(xí)成果差異非常小。

Secondly, Finland has a very high-quality teacher training. Teachers in Finland must hold a master’s degree and pedagogical qualifications. They enjoy professional freedom and trust, and have the power to influence their own daily work and the development of schools. Teachers′ profession is higly-regarded and respected in our society and only the best very applicants are accepted in teacher training programmes.

其次，芬蘭有非常高質(zhì)量的教師培訓(xùn)。芬蘭的教師必須擁有碩士學(xué)位和教學(xué)資格證書。他們享有職業(yè)自由并給予充分信任，有能力指導(dǎo)自己的日常工作和學(xué)校的發(fā)展。教師的職業(yè)在我們的社會中受到高度重視和尊重，只有最優(yōu)秀的申請者才會被允許參與教師培訓(xùn)課程。

Thirdly, Finland has a strong IT sector and a booming gaming industry. This has helped to create favorable conditions for developing innovative digital learning solutions.

第三，芬蘭擁有強(qiáng)大的IT產(chǎn)業(yè)和蓬勃發(fā)展的游戲產(chǎn)業(yè)。這為開發(fā)創(chuàng)新的數(shù)字學(xué)習(xí)解決方案創(chuàng)造了有利條件。

赫爾辛基虛擬城市 ?Helsinki Marketing

搜狐教育：這兩年中國有個詞叫做“內(nèi)卷”，中國的父母普遍焦慮，家長們害怕孩子考不上好學(xué)校，跟不了好老師，比別人成績差，幼升小，小升初，中考，高考……再加上自身的工作、生活壓力，每一樣都能讓父母不淡定，常常處于焦慮與競爭之中。您怎么看待這種教育的“內(nèi)卷”，芬蘭教育存在這種內(nèi)卷嗎？您對中國的家長有什么建議？

Anna：The competition of global workforce and top experts is increasing around the globe and to some extent this type of tendencies can be seen in many countries. It is understandable that parents wish that their children would succeed in life. To some extent, the pressures for Finnish students in upper secondary education have been increasing during the last couple of years.

全球勞動力和頂級專家之間的競爭在全球范圍內(nèi)日益加劇，在某種程度上，這種趨勢在許多國家都可以看到。父母希望自己的孩子在生活中取得成功是可以理解的。在某種程度上，芬蘭學(xué)生在高中教育中受到的壓力在過去幾年里也一直在增加。

However in general, we believe that from happy children become happy adults. Play and also free play is highly-valued in early childhood education and primary education. We want to see our children to grow to their full potential, but not to risk their wellbeing in the process. If children feel safe, well and stress-free, they will also learn better. We try to minimize unnecessary comparison and competition between learners as everyone has their own strengths. Positive pedagogy is widely used in Finland, which focuses on strengths and positive feedback. This boosts motivation and self-esteem of learners.

但總的來說，我們相信快樂的孩子會成長為快樂的成年人。幼兒教育和初等教育高度重視玩耍和自由玩耍。我們希望看到我們的孩子充分發(fā)揮他們的潛力，但不要在這個過程中拿他們的健康冒險。如果孩子們感到安全、健康且沒有壓力，他們也會學(xué)得更好。我們盡量減少學(xué)習(xí)者之間不必要的比較和競爭，因?yàn)槊總€人都有自己的優(yōu)勢。積極教學(xué)法在芬蘭被廣泛應(yīng)用，側(cè)重于對優(yōu)勢的專注和積極的反饋。這可以提高學(xué)習(xí)者的積極性和自尊心。

戶外活動的孩子們?Helsinki Marketing

搜狐教育：芬蘭是一個崇尚自然養(yǎng)育的國度，芬蘭為何如此重視自然教育，芬蘭的自然教育有什么經(jīng)驗(yàn)可以分享？

Anna：Finnish people have generally a close relationship with nature. It is a place for us to relax and recruit. Forests and nature are also very good learning environments for many reasons. One can teach and learn many different subjects and phenomena in a natural environment. Being active in a forest or in nature boosts the wellbeing of learners and teachers, reduces stress-levels and enhances resilience.

芬蘭人與自然關(guān)系密切。自然是我們放松和恢復(fù)的地方。森林與自然也是很好的學(xué)習(xí)環(huán)境，很多原因可以佐證這一點(diǎn)。人們可以在自然環(huán)境中教授和學(xué)習(xí)到許多不同學(xué)科的知識和現(xiàn)象。在森林或大自然中活躍可以提高學(xué)習(xí)者和教師的幸福感，降低壓力水平，增強(qiáng)韌性。

Environmental sustainability is one the most important themes in our society today and in the upcoming decades. Therefore building a close relationship with nature and understanding nature′s significance in our own wellbeing at a young age is now more important than ever.

環(huán)境可持續(xù)性是當(dāng)今社會和未來幾十年最重要的主題之一。因此，在我們年輕的時候，與自然建立密切的關(guān)系，理解自然對我們自身幸福的重要性，比以往任何時候都更重要。

搜狐教育：此前，網(wǎng)傳芬蘭首都赫爾辛基正式廢除小學(xué)和中學(xué)階段的課程式教育，后來這一消息被辟謠了，實(shí)際上芬蘭教育更多采取實(shí)際場景主題教學(xué)，也就是項(xiàng)目式學(xué)習(xí)，芬蘭教育為何重視項(xiàng)目式學(xué)習(xí)？項(xiàng)目式學(xué)習(xí)在芬蘭的課堂是如何落地的？

Anna: The current national core curriculum in Finland asks that students take at least one module each year with the phenomenon-based learning approach. The purpose is to better prepare learners for real life.

芬蘭目前全國的核心課程要求學(xué)生每年至少學(xué)習(xí)一個基于現(xiàn)象的學(xué)習(xí)方法模塊。目的是讓學(xué)習(xí)者更好地適應(yīng)現(xiàn)實(shí)生活。

With this instructional approach, learners engage in learning that has more context to real life issues, apply knowledge and skills from different subjects, and develop important skills like communication, critical thinking, problem solving, and teamwork. These skills are developed from active engagement and doing, a key requirement in phenomenon-based learning. The outcomes of phenomenon-based learning are more holistic understanding of the world, learning to learn, critical thinking and collaboration skills.

通過這種教學(xué)方法，學(xué)習(xí)者可以真正參與到學(xué)習(xí)中，在更多現(xiàn)實(shí)生活問題的背景下，應(yīng)用不同學(xué)科的知識和技能，并培養(yǎng)重要的技能，如溝通、批判性思維、解決問題的能力和團(tuán)隊(duì)合作的能力。這些能力是從積極參與和實(shí)踐中培養(yǎng)出來的，這是基于現(xiàn)象教學(xué)法的關(guān)鍵要求。以現(xiàn)象為基礎(chǔ)的學(xué)習(xí)結(jié)果是對世界有更全面的理解，學(xué)會如何學(xué)習(xí)、批判性思維和協(xié)作技能。

Teachers are collaborating closely as a team in phenomenon-based projects. Learners set study questions and goals based on real-life phenomena for their joint and individual learning. The learning goals stem from curricula of various subjects and the phenomenon selected. Various learning methods are used during the process. The learning process is evaluated thoughout the project. Unlike in project-based learning, in phenomemon-based learning the learning process is more important than the end result.

在現(xiàn)象教學(xué)項(xiàng)目中，教師們形成一個緊密合作的團(tuán)隊(duì)。學(xué)習(xí)者根據(jù)現(xiàn)實(shí)生活中的現(xiàn)象設(shè)定學(xué)習(xí)問題和目標(biāo)，進(jìn)行聯(lián)合和自主學(xué)習(xí)。學(xué)習(xí)目標(biāo)來源于不同學(xué)科的課程設(shè)置和所選擇的現(xiàn)象。在這個過程中使用了各種學(xué)習(xí)方法。整個項(xiàng)目對學(xué)習(xí)過程進(jìn)行評估。與基于項(xiàng)目的學(xué)習(xí)不同，在現(xiàn)象教學(xué)的學(xué)習(xí)中，學(xué)習(xí)過程比最終結(jié)果更重要。

Helsinki is applying phenomenon-based learning in all levels of education, from early childhood education to vocational education.

赫爾辛基正在將以現(xiàn)象教學(xué)方法應(yīng)用于各級教育，從幼兒教育到職業(yè)教育。

赫爾辛基教師在課堂教學(xué)?CityofHelsinki

搜狐教育：我們了解到，芬蘭在今年開始運(yùn)行了赫爾辛基教育創(chuàng)新中心，目的是什么？目前的運(yùn)營情況如何？目前為止，有沒有比較突出的項(xiàng)目或者案例分享一下？

Anna：Helsinki Education Hub is an EdTech Innovation and Startup Centre. Our main purpose is to strengthen learning and education by improving EdTech start-ups’ product development, innovations and productivity. We bring the EdTech ecosystem (startups, corporations, teachers, learners, researchers, investors, governmental and non-governmental organisations) together systematically in Finland and globally. Our vision is to be global model for sharing best practices in advancing education around the globe.

赫爾辛基教育創(chuàng)新中心是一個教育科技創(chuàng)新和創(chuàng)業(yè)中心。我們的主要目的是通過提高教育科技初創(chuàng)企業(yè)的產(chǎn)品開發(fā)、創(chuàng)新和生產(chǎn)力來加強(qiáng)學(xué)習(xí)和教育。我們將教育科技生態(tài)系統(tǒng)（初創(chuàng)企業(yè)、企業(yè)、教師、學(xué)習(xí)者、研究人員、投資者、政府和非政府組織）系統(tǒng)地整合到芬蘭乃至全球。我們的愿景是成為分享且促進(jìn)全球教育的最佳實(shí)踐典范。

Our main goals are:

· to advance growth of EdTech entrepreneurship and new businesses,

· development and internationalization of a EdTech Testbed, and

· expansion of cooperation and networking models within EdTech community.

我們的主要目標(biāo)是:

· 促進(jìn)教育科技創(chuàng)業(yè)和新業(yè)務(wù)的增長，

· 教育科技技術(shù)測試平臺的開發(fā)和國際化

· 擴(kuò)大教育科技社區(qū)內(nèi)的合作和網(wǎng)絡(luò)模式。

We started our operations only a month ago. Our Edtech Incubator programme′s first batch starts in a couple of weeks′ time and we have arranged a number of events and seminars for the Finnish and international audience. As an example we organized the Innovations in Education Business Seminar and Pop-Up School activities between Helsinki and Beijing schools as a part of Helsinki′s Guest City program in Beijing Design Week. More information about our activities: http://educationhubhelsinki.fi/

我們一個月前才開始營業(yè)。我們的教育科技孵化器項(xiàng)目的第一批將在接下來幾周內(nèi)啟動，我們已經(jīng)為芬蘭和國際觀眾安排了一系列的活動和研討會。作為北京設(shè)計(jì)周赫爾辛基主賓城市項(xiàng)目的一部分，我們組織了赫爾辛基和北京學(xué)校之間的教育商業(yè)創(chuàng)新研討會和快閃學(xué)?；顒印８嘤嘘P(guān)我們活動的資料: http://educationhubhelsinki.fi/

搜狐教育：學(xué)習(xí)者可以在赫爾辛基教育創(chuàng)新中心收獲到什么？

Anna：At Helsinki Education Hub, teachers and learners can take part in a variaty of EdTech co-creation prosesses together with companies and researchers. Teachers and learners play a key role in co-creation of innovative educational technology solutions. Having a front-row seat, they are best equipped to see what is possible with new technologies and can influence how products in the sector are developed. Teachers and learners gain expertise in educational technologies, product development and collaboration with companies. Teachers can also provide inspiring learning projects for their learners. Co-creation also offers learners a unique opportunity to participate in companies’ product development processes and thus familiarise themselves with the everyday operations of companies.

在赫爾辛基教育創(chuàng)新中心，老師和學(xué)生可以與公司和研究人員一起參與多種EdTech的創(chuàng)造過程。老師和學(xué)生在創(chuàng)新教育技術(shù)解決方案的協(xié)同創(chuàng)造中發(fā)揮著關(guān)鍵作用。站在技術(shù)的最前沿，他們最能了解新技術(shù)的可能性，并能影響該領(lǐng)域產(chǎn)品的開發(fā)方式。老師和學(xué)生可以在教育技術(shù)、產(chǎn)品開發(fā)和與公司合作方面獲得專業(yè)知識。教師也可以為他們的學(xué)生提供鼓舞人心的學(xué)習(xí)項(xiàng)目。共同創(chuàng)造也為學(xué)習(xí)者提供了一個獨(dú)特的機(jī)會，以參與公司的產(chǎn)品開發(fā)過程，從而了解一個公司的日常運(yùn)作方式。

In addition, various national and international events and trainings are arranged for learners and teachers at the Hub′s premises related to educational technologies.

此外，中心還為學(xué)生和教師安排了各種與教育技術(shù)相關(guān)的國內(nèi)外活動和培訓(xùn)。

教育周上的機(jī)器人展示 ?CityofHelsinki

搜狐教育：智能學(xué)習(xí)環(huán)境是全球教育領(lǐng)域面臨的共同課題，虛擬場景、人工智能及遠(yuǎn)程教學(xué)是目前應(yīng)用比較廣泛的幾個方式，芬蘭在智能學(xué)習(xí)環(huán)境方面的探索是否有新突破？在現(xiàn)有的幾種智能學(xué)習(xí)方式中，您認(rèn)為芬蘭在哪種方式上表現(xiàn)的最突出？

Anna: In Finland, digital and virtual learning environments are always considered as tools for enhancing learning. They don′t replace the teachers but help in e.g. personalizing learning and providing emotional learning experiences. Augmented reality is used actively in outdoors, while exploring the city as a learning environment. Virtual environments are being increasingly used in secondary education (simulation education). Learning analytics and AI are used in many digital platforms across all educational levels. During COVID-crisis, all Finnish schools moved overnight to distance education with relatively good results. As a city, we select the solutions to be used very carefully and expect science-based evidence and personal data security.

在芬蘭，數(shù)字和虛擬學(xué)習(xí)環(huán)境一直被認(rèn)為是促進(jìn)學(xué)習(xí)的有效工具。它們不會取代老師，而是在比如個性化學(xué)習(xí)和提供情感學(xué)習(xí)體驗(yàn)方面提供幫助。增強(qiáng)現(xiàn)實(shí)技術(shù)（AR）被廣泛地應(yīng)用于戶外，將探索城市作為一個學(xué)習(xí)環(huán)境。虛擬環(huán)境越來越多地用于中學(xué)教育（模擬教育)）。學(xué)習(xí)分析和人工智能被用于各個教育層級的多種數(shù)字平臺。在covid - 19危機(jī)期間，所有芬蘭學(xué)校通宵進(jìn)行遠(yuǎn)程教學(xué)，并取得了相對良好的效果。作為一個城市，在科學(xué)證據(jù)佐證和個人數(shù)據(jù)安全的情況下，我們非常謹(jǐn)慎地選擇要使用的解決方案。

There are a large number of excellent EdTech solution providers in Finland. We excel in solutions focusing on e.g. wellbeing and language learning as well as STEAM education. In addition to K12-solutions, there are a number of solutions focusing on corporate learning.

芬蘭有大量優(yōu)秀的教育技術(shù)（EdTech）解決方案供應(yīng)商。我們擅長專注于健康、語言學(xué)習(xí)以及STEAM教育等解決方案。除了k12解決方案之外，還有一些針對企業(yè)學(xué)習(xí)的解決方案。

責(zé)編：唐錦玲

來源：冷水江市融媒體中心