【原】芬兰新课改到底改了啥？原文在此！师说君吐血奉献

编者按

作为具有深深教育情怀和高度社会责任感的“名师说”小编师说君，在数天的犹豫后，终于鼓起勇气、硬着头皮，尝试翻译芬兰国家教育委员会官网上的一篇文章，英文题目为《The new curricula in a nutshell》。这篇文章对芬兰今年8月1日开始实施的新的课程进行了概述。

师说君粗略翻译，觉得其中很多理念和其所提倡的做法，其实在国内也盛行，或在某种程度、一定范围内还予以实践。消息来源绝对权威，只是担心翻译得不够准确，欢迎读者朋友不吝赐教。

新课程概述

新的课程已经被引入，基础教育将如何改革？

新的义务教育课程从2016年8月1日开始在所有自治市、学校实施。芬兰国家教育委员会在2014年引入新的《国家核心课程》，各自治市则在此基础上构建地方性课程体系。

国家核心课程为地方课程提供了统一的基础，以提升全国教育质量。各自治区和学校，则根据自身需求和考量，出台更详细的指引。

目标

鼓励学习，获得必须的知识和技能

本次课程改革的目的，是确保芬兰的青少年儿童在未来保持知识和技能实力，不管是在国内还是国际上。此外，也出台了教学指引，以帮助学校改进教学方法，提升学生学习的兴趣和动机。

改革的主要目的包括：增强学生参与、提升学习的意义、让每一位学生都能体验成功。青少年儿童将在他们的作业中担负更多责任，但也会相应得到更多的帮助。学生们设定目标，解决问题，并评估他们的学习成果。学生们的体验、感受、兴趣点以及与他人的互动，是学习的基础。教师的任务就是要考量每一位学生的自主学习方法，帮助、引领他们成为终生学习者。

01

教室外的学习和技术的使用

本次改革的一个特别目的，就是改善基础教育的学习环境和工作方法。学习的环境应该是安全的，而且激发学习的。除了教室和学校，其他地方，比如大自然、博物馆、商务区都应该成为学习环境。

游戏和虚拟环境也应被更多地应用于学习场景的创设中。技术在学校的日常教学中扮演越来越重要的角色，这让学生更容易参与到学习环境的改进和选择中。学校里的每一门科目，都提供多种工作方法，让学生通过不同的方法习得不同的技能。

02

学科内容和课时分配的变化

《基础教育法》确定了学科的开设和课时的分配。比如，跟以前相比，社会研究和语言课将在更低年级开设。学科的目标和内容予以升级，以适应今日社会，以及未来所需的知识和技能。

03

在所有学科培养跨学科能力

新的课程方案，尤其注重跨学科能力的培养。这种能力建基于多个方面。学习、工作和积极的社会参与，要求我们具备多方面的知识和技能，以及综合运用这些知识和技能的能力。 每门学科都要提升学生的跨学科能力。

这种能力包括：思考、学会学习、互动和表达能力以及“多元识读能力”——生成和解读多元文本的能力。跨学科能力也包括日常生活管理、自我照顾的能力，包括信息交流技术、职场能力、企业家精神以及社会参与和影响力等。

跨学科能力在国家核心课程中有所明确，各自治市和学校可以根据各自侧重点不同进一步完善。

04

熟悉编程基础

随着信息技术越来越多地纳入教学指引和学习中，学生在所有学科的学习中有了更多机会提升信息技术和信息交流的能力。比如，编程已列入数学科的学习目标中。学生们甚至在更低的年段就学习编程基础。

05

一年至少一个多学科学习模型

每一学年，一所学校至少要有一个融合多个学科的清晰的主题、项目或者课程，并从不同学科角度推进这一主题。这些就是多学科学习模型。学生参与多学科学习模型的构建。

06

更早开设选修课

选修课在更低年级开设。而且，艺术类和实践类科目也有选修。自治市和学校可以决定不同年级艺术类、实践类科目的选修课课时，以及学科内容、人员配置等。

07

多元化的学习评价

新的课程强调多元的评价方法，以及能够引领、推动学习的评价。学生的学业进展情况必须及时反馈给学生和监护人。除了成绩单，还要有其他多个渠道予以反馈。

学年结束的时候，学生将得到一个学年报告，每门学科都有一个等级，以评价学生一年来完成学习目标的情况。自治区可决定辖区内学校1-7年级的学年报告，是文字评价还是数字等级。不过，最迟从8年级开始，所有学科必须有学年数字等级评价。

为了确保评价的质量，《国家核心课程》已经给出了两个关键转折节点——6年级期末和9年级期末，学生在某个学科得到第八级（意味着表现良好）所需的国家标准。

这个评价标准阐明每个学科表现良好（第八级）所对应的能力水平。所有老师都用这些标准来评价学生的知识和技能，并用于6年级、9年级的学年报告卡中。后者还是基础教育证书的一部分。

08

熟悉学校的课程很关键

自治市和学校的课程，对于未来的学习和作业有明确指引。所有学生都有权获得当天的课程指引。

所有监护人都应熟悉他们自己的孩子在学校的课程，这样才能够和教职工一起，更有效地支持学生的学习、学校的工作，并参与到学校活动的规划和推进中。

家校合作提升学生、班级以及整个学校的幸福感和安全性。家校各司其职的合作，为每一位学生铺就教育成功之路。（全文完）

附英文原文如下

The new curricula in a nutshell

The new curricula have been introduced - how is basic education reformed?

The new curricula for compulsory basic education are implemented in all municipalities and schools as of 1 August 2016. The Finnish National Board of Education introduced the National Core Curriculum in 2014, and the municipalities have drawn up their own local curricula based on the national framework.

The National Core Curriculum provides a uniform foundation for local curricula, thus enhancing equality in education throughout the country. The curricula of each municipality and school steer instruction and schoolwork in more detail, taking local needs and perspectives into consideration.

Goal: to secure the necessary knowledge and skills as well as to encourage learning

The curriculum reform aims at ensuring that the knowledge and skills of Finnish children and youths will remain strong in the future, both in national contexts as well as international. In addition, pedagogical guidelines have been outlined to help schools develop their operating methods in order to increase the pupils' interest in learning and motivation to learn.

Some of the key goals of the reform include enhancing pupil participation, increasing the meaningfulness of study and making it possible for each and every pupil to experience success. Children and youths are guided in assuming more responsibility for their schoolwork, but, in accordance with this, also given more support in their studies. The pupils set goals, solve problems and assess their learning based on set targets. The pupils' experiences, feelings, areas of interest and interaction with others lay the foundation for learning. The teacher's task is to instruct and guide the pupils into becoming lifelong learners, by taking the individual learning approaches of each pupil into consideration.

Learning outside the classroom and by using technology

One particular aim of the reform was to develop the learning environments and work methods used in basic education. A learning environment should be secure, and it should inspire learning. In addition to the classroom and the immediate school environment, also other environments, , such as getting out into nature or visiting museums or businesses, should be used. Games and other virtual environments should also be recognized more often as learning environments. Technology plays an increasingly significant role in everyday school routines, thus allowing pupils to be more easily involved in the development and selection of their own learning environments. Each subject at school uses a variety of work methods, giving the pupils chances to learn different skills with each work method.

Changes in distribution of lesson hours and subject contents

The Basic Education Act specifies the subjects taught and the distribution of lesson hours. For example, social studies and languages are introduced in a lower grade than before. The goals and contents of the subjects have been updated to reflect today's society and the knowledge and skills needed in the future.

Transversal competences developed in all subjects

The new curriculum places an emphasis on transversal competences in the instruction of subjects. These competences are based on different perspectives. Study, working life and active citizenship require a command of different knowledge and skills as well as competences in combining these. Each subject promotes transversal competence skills.
The aims set for transversal competences include thinking and learning-to-learn, interaction and expression skills, and multiliteracy, which is the ability to produce and interpret diverse texts. Transversal competences also include managing daily life and taking care of oneself. Other aims of transversal competences are ICT competence, working life competence and entrepreneurship as well as social participation and influence.
The aims of transversal competences are specified in the National Core Curriculum, and municipalities and schools have been able to further define the competences according to their individual areas of emphasis.

Familiarisation with the fundamentals of programming

Opportunities for pupils to develop their information and communication technology skills have been improved in all subjects, with technology being included more in instruction and study. For example, programming has been integrated in the curriculum as part of the objectives set for mathematics. Pupils learn the fundamentals of programming even in the lower grades.

At least one multidisciplinary learning module a year

Each school year, every school must have at least one clearly defined theme, project or course that combines the content of different subjects and deals with the selected theme from the perspective of several subjects. These entities are called multidisciplinary learning modules. Pupils participate in planning the multidisciplinary learning modules at their school.
Optional subjects at an earlier stage
More in the way of optional subjects has been made available to lower grades. In addition, artistic and practical subjects also include optional studies. Municipalities and schools decide on the optional lesson hours in artistic and practical subjects, as well as the optional subject content and placement for different grades.

Diversity in learning assessment

The new curriculum emphasises diversity in assessment methods as well as assessment that guides and promotes learning. Information on each pupil's study progress must be given to the pupil and guardians on a sufficiently frequent basis. Feedback is given in ways other than report cards.

At the end of each school year, pupils still receive a school year report, which gives a grade for each subject on how well the pupil has achieved the targets set for the school year. The municipality decides as to whether the school year reports for grades 1-7 are verbal assessments or numerical grades. However, numerical grades must be given for every subject in the school year report by no later than the 8th grade.

In order to ensure equality in assessment, national assessment criteria for a numerical grade 8, meaning good performance, have been defined in the National Core Curriculum in every subject for two major transition phases. The first one is at the end of the 6th grade, the second one at the end of the 9th grade. The assessment criteria describe, for each subject, what kind of competence is required for good performance (grade 8). Each teacher uses these national criteria when assessing his/her pupils for the purpose of reporting on the pupil’s knowledge and skills in the school year report card for 6th grade and 9th grade, the latter one constituting the basic education certificate.

Familiarisation with the curriculum of one's own school is key

The curricula of municipalities and schools specify the guidelines for future learning and schoolwork. Each pupil has the right to receive instruction in accordance with the curriculum on each and every day of school.

All guardians should familiarise themselves with the curriculum of their child's school. This makes it possible for the guardian to more effectively support their child's learning and school-going as well as participate in the planning and development of school activities together with the school faculty.

Co-operation between home and school improves the well-being and safety of the pupil, the class and the entire school community. Functional co-operation is the key to building a successful school path for each pupil.（End）

---英文摘自芬兰国家教育委员会官方网站---

翻译：师说君 编辑：小说

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