芬蘭「不分年級制」高中課程改革研究

本研究主要在瞭解芬蘭不同的政治、經濟、社會文化及教育體制下，其高中課程改革內涵和特色，進一步探究芬蘭「不分年級制」高中課程實施的現況和面對的問題，最後，歸納研究之結果，並提出結論、省思及對台灣高中課程改革之啟示。本研究以文件分析法與個案研究法，配合芬蘭高中課程改革脈絡與課程典範發展，探究芬蘭「不分年級制」高中課程改革內涵及實施現況，歸納出以下結論：芬蘭高中課程改革由單一、封閉朝向多元、開放，符應後現代課程特色。其次，本研究總結芬蘭高中不分年級課程特色如下：發展學校本位課程、創造適合個別差異的課程結構，強調基礎學科能力、多元文化與統整課程外，並指導學生自訂學習計畫，建立主動學習的態度，實現寬鬆體制下的學習。芬蘭將學生的動機和興趣做為學習最重要前提、並尊重個別差異的教育理念，其最大的挑戰在於如何讓每個學生都能體認到自己學習的責任，減少學生在班級人數變動下的不確定感、讓有學習危機的學生不被邊緣化、學習動機不強的學生不特意挑輕鬆的課過關、減少害羞學生可能有的孤離感與挫折等等。同時，學習指導與諮詢將成為不分年級教育最重要的機制。本研究對我國高中課程改革的啟示如下：一、應建立學生學習主體性的學習環境；二、應注重學生自訂個人學習計畫的諮詢與指導；三、應重視大學入學考試設計與高中課程相協調。

關鍵字

不分年級制；課程改革

並列摘要

The main purpose of the study is to understand the curricular reform of upper secondary schools in Finland under its diverse politics, economy, culture and educational system. The research analyzes the contents, features and the current practice of the non-graded upper secondary school curriculum in Finland and the problems thereafter it confronts. This research combines both documental analysis and case study. The conclusions are that the curriculum reform in Finland’s upper secondary school transforms the monogenic and closed curriculum to plural, open one that corresponds with the characteristics of the postmodern curriculum. Its non-graded curriculum’s features include school-based curriculum, developing curricular structures which suit individual needs, the emphasis on the basic competence in every subject, plural culture and curriculum integration, instructing students to make their own learning plans, forming active learning attitude, and realize the idea of learning under the unrestrained education system. The biggest challenges are to make students understand their responsibilities of learning, reduce their sense of the uncertainty, prevent crisis students from being marginalized, refrain students with low learning motivation from taking easy courses, reduce their sense of isolation and depression and so on. Thus, offering consultation and guidance becomes the essential mechanism. The implications of this study for Taiwan are as follows: Firstly, a good learning environment for students is essential; Secondly, the consultation and guidance should be emphasized when students make individual learning plans; Third, it is necessary to pay more attention to the coordination between the Joint Entrance College Examination and the senior high school curriculum. Key words: non-graded system, curriculum reform