芬蘭教育成功的秘訣是什么，給了我們什么啟示？

看點：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，芬蘭中學生在世界 OECD 組織的PISA 項目測試中表現(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目式學習等話題進行了分享。

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，芬蘭中學生在世界 OECD 組織的PISA 項目測試中表現(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)秀的學習成果是研究型教學法及其創(chuàng)新的授課與學習方法的結果。這種結合模式促進了優(yōu)秀課程的創(chuàng)新和一流學習環(huán)境和流程的創(chuàng)建。平等是我們教育體系的關鍵價值。因此，學校之間的學習成果差異非常小。

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，芬蘭有非常高質量的教師培訓。芬蘭的教師必須擁有碩士學位和教學資格證書。他們享有職業(yè)自由并給予充分信任，有能力指導自己的日常工作和學校的發(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，芬蘭擁有強大的IT產業(yè)和蓬勃發(fā)展的游戲產業(yè)。這為開發(fā)創(chuàng)新的數(shù)字學習解決方案創(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“內卷”，中國的父母普遍焦慮，家長們害怕孩子考不上好學校，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“內卷”，芬蘭教育存在這種內卷嗎？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，他們也會學得更好。我們盡量減少學習者之間不必要的比較和競爭，因為每個人都有自己的優(yōu)勢。積極教學法在芬蘭被廣泛應用，側重于對優(yōu)勢的專注和積極的反饋。這可以提高學習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.

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

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和中學階段的課程式教育，后來這一消息被辟謠了，實際上芬蘭教育更多采取實際場景主題教學，也就是項目式學習，芬蘭教育為何重視項目式學習？項目式學習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生每年至少學習一個基于現(xiàn)象的學習方法模塊。目的是讓學習者更好地適應現(xiàn)實生活。

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.

通過這種教學方法，學習者可以真正參與到學習中，在更多現(xiàn)實生活問題的背景下，應用不同學科的知識和技能，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隊合作的能力。這些能力是從積極參與和實踐中培養(yǎng)出來的，這是基于現(xiàn)象教學法的關鍵要求。以現(xiàn)象為基礎的學習結果是對世界有更全面的理解，學會如何學習、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)象教學項目中，教師們形成一個緊密合作的團隊。學習者根據(jù)現(xiàn)實生活中的現(xiàn)象設定學習問題和目標，進行聯(lián)合和自主學習。學習目標來源于不同學科的課程設置和所選擇的現(xiàn)象。在這個過程中使用了各種學習方法。整個項目對學習過程進行評估。與基于項目的學習不同，在現(xiàn)象教學的學習中，學習過程比最終結果更重要。

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)象教學方法應用于各級教育，從幼兒教育到職業(yè)教育。

赫爾辛基教師在課堂教學?CityofHelsinki

搜狐教育：我們了解到，芬蘭在今年開始運行了赫爾辛基教育創(chuàng)新中心，目的是什么？目前的運營情況如何？目前為止，有沒有比較突出的項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)的產品開發(fā)、創(chuàng)新和生產力來加強學習和教育。我們將教育科技生態(tài)系統(tǒng)（初創(chuàng)企業(yè)、企業(yè)、教師、學習者、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全球教育的最佳實踐典范。

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.

我們的主要目標是:

· 促進教育科技創(chuàng)業(yè)和新業(yè)務的增長，

· 教育科技技術測試平臺的開發(fā)和國際化

· 擴大教育科技社區(qū)內的合作和網(wǎng)絡模式。

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目的第一批將在接下來幾周內啟動，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。作為北京設計周赫爾辛基主賓城市項目的一部分，我們組織了赫爾辛基和北京學校之間的教育商業(yè)創(chuàng)新研討會和快閃學?；顒?。更多有關我們活動的資料: http://educationhubhelsinki.fi/

搜狐教育：學習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。老師和學生在創(chuàng)新教育技術解決方案的協(xié)同創(chuàng)造中發(fā)揮著關鍵作用。站在技術的最前沿，他們最能了解新技術的可能性，并能影響該領域產品的開發(fā)方式。老師和學生可以在教育技術、產品開發(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生提供鼓舞人心的學習項目。共同創(chuàng)造也為學習者提供了一個獨特的機會，以參與公司的產品開發(fā)過程，從而了解一個公司的日常運作方式。

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，中心還為學生和教師安排了各種與教育技術相關的國內外活動和培訓。

教育周上的機器人展示 ?CityofHelsinki

搜狐教育：智能學習環(huán)境是全球教育領域面臨的共同課題，虛擬場景、人工智能及遠程教學是目前應用比較廣泛的幾個方式，芬蘭在智能學習環(huán)境方面的探索是否有新突破？在現(xiàn)有的幾種智能學習方式中，您認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)字和虛擬學習環(huán)境一直被認為是促進學習的有效工具。它們不會取代老師，而是在比如個性化學習和提供情感學習體驗方面提供幫助。增強現(xiàn)實技術（AR）被廣泛地應用于戶外，將探索城市作為一個學習環(huán)境。虛擬環(huán)境越來越多地用于中學教育（模擬教育)）。學習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危機期間，所有芬蘭學校通宵進行遠程教學，并取得了相對良好的效果。作為一個城市，在科學證據(jù)佐證和個人數(shù)據(jù)安全的情況下，我們非常謹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（EdTech）解決方案供應商。我們擅長專注于健康、語言學習以及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)學習的解決方案。

責編：唐錦玲

來源：冷水江市融媒體中心