摘要
以现象学和建构主义为理论基础,芬兰首创的“现象教学”围绕学生感兴趣的现象或问题设计并组织实施教学,旨在扩大学生的经验世界,探索能够反映真实世界的现象。2016年以来,作为一种尝试跨学科教学的成功案例,芬兰“现象教学”的实施过程与成效得到包括我国在内的世界各国的广泛关注和认可。尽管有着不同的历史和文化背景,芬兰“现象教学”蕴含的理念、倡导的实施要点等仍然对我国当下的基础教育教学改革有着重要的启示和借鉴意义。
With phenomenology and constructivism as the theory basis,“Phenomenon-based Learning”created in Finland designs and organizes teaching around the phenomena or problems that students are most interested in. The aim is to expand the experience dimensions of students and explore the phenomena that reflect the real world. Since 2016, asa successful case of interdisciplinary teaching, Finland’s“phenomenon-based Learning”has been widely appreciated in China as well as the rest of the world. Despite the disparate historical and cultural backgrounds,the concepts contained in Finnish“Phenomenon-based Learning”and the key implementation points still shed enlightenment and reference significance on the current curriculum reform of basic education in China.
作者
冉源懋
罗旎兮
翟坤
Ran Yuanmao;Luo Nixi;Zhai Kun
出处
《教育学术月刊》
CSSCI
北大核心
2022年第4期81-86,105,共7页
Education Research Monthly
关键词
芬兰
教学改革
现象教学
跨学科主题式教学
Finland
teaching reform
phenomenon-based teaching
interdisciplinary subject-based teaching
