The Rationale and Practice of Phenomenon-based Teaching and Learning in Finnish Curriculum Reform
In 2016, Finland has launched the new curriculum reform based on phenomenon-based teaching and learning (PhBTL) and become the focus of worldwide attention. This reform emphasizes on cultivating students’ transversal competencies, like interaction and self-expression, multiliteracy, and participation, involvement and building a sustainable future that are essential for being a citizen in future society. Such goal is close to the curriculum vision of the 12-year compulsory education in Taiwan. How the PhBTL contributes to the goal achievement could be instructive for Taiwanese curriculum reform. To that end, the study conducted document analyses, field observations and interviews with principals from three schools in Finland to explore the ideas, practices, and challenges of PhBTL. A comprehensive analysis was provided along with a discussion of what they might mean for curriculum and instruction reform in Taiwan. The main implications are: 1. encouraging teachers to develop integrated curriculum with the model that views phenomenon as learning objectives; 2. teachers should play a mentor role to guide and inspire learners in new teaching approach; 3. enhancing teachers’ understanding and practical ability in regard to the phenomenon-based teaching and learning; 4. national curriculum should be flexible for teachers to meet local needs; 5. developing assessment tools for PhBTL; 6. keeping research on the curriculum reform in Finland and Taiwan and generating implications for both sides.
|關鍵詞||芬蘭新課程、現象本位教與學、課程改革、Finnish new curriculum、curriculum reform、phenomenon-based teaching and learning|