立體學習地景—芬蘭赫爾辛基一間學校的現象為本學習

A Pop-ups Learning Landscape–A Case Study of Phenomenon-based Learning in Finland

陳玟樺(Chen Wen-Hua)

指導教授 ： 劉美慧

國立臺灣師範大學/教育學院/課程與教學研究所/博士(2019年)

https://doi.org/10.6345/NTNU201900317

摘要

芬蘭於2016年實施新課綱後，赫爾辛基學校實施現象為本學習引起許多國家關注。現象為本學習以主題或議題為教與學核心，其蘊含跨領域教學特質，有助於發展學生21世紀所需能力。緣此，本研究探討芬蘭赫爾辛基實施現象為本學習的脈絡原因，並進入一間公立中小學進行田野研究，以深度理解政策與現場的實踐情形。
本研究採個案研究法，以赫爾辛基一間具十年國際文憑課程(IB課程)實施經驗的公立學校為研究場域。研究時程為一年，聚焦在七年級課室，透過觀察、訪談與文件分析等方法蒐集資料。本研究重要的研究發現如下：
一、「現象為本學習」作為後現代下未來課程的一大膽試煉，亦是一弱架構弱分類的創作。
二、個案學校兼納有國家課程綱要和IB系統，常態性地採取「探究為本學習」作為探索和平衡不同學科聯繫的方法。
三、個案學校以真實世界現象為意義之網交織以概念作為主題透鏡的「現象為本學習周」(Phenomenon-Based Learning Week)，促使學習者發揮「實驗性學習」(experimental learning)精神以整合真實知識、社會與經驗。
四、在續耕以「自我調節」(self-regulation)為目標的評估文化下，個案學校教師強調學生做為「生態系統」中心的觀點，鼓勵學生透過對話和互動的方法，促進對學科聯繫的理解和應用。
五、個案學校以「現象」或「概念」為主題的統整學習，讓學生挑戰以創意或創新的學習方式或模式而呈現出多樣學習表現，如從「使用哪些學科知識（多學科/科際整合）」、「如何將所學內容直接運用於生活中（科際整合/超學科）」至「直接採取行動（超學科/無學科）」。此朝向一種「立體學習」(pop-ups learning)經驗，正為跨領域教學取徑與整合內涵提供擴充空間。
本研究最後提出跨文化研究的反思，期能為我國的108課綱的課程改革與教學實踐帶來一些啟示。

關鍵字

芬蘭教育 ； 跨領域教學 ； 現象為本學習 ； 立體學習 ； 實驗性學習 ； 興趣缺口

並列摘要

The approach of phenomenon-based learning in Helsinki has drawn the international attention since Finland implemented new core curriculum guidelines in 2016. Phenomenon-based learning uses themes or issues as the core of teaching and learning and entails interdisciplinary characteristics that may help develop the competencies needed for the 21st century. This study explored the context of the implementation of phenomenon-based learning in Helsinki schools and conducted a field study in a public school to understand the teaching and learning practices in depth.
The case of this study was a public school in Helsinki with ten-year experiences of International Baccalaureate programs. The study applied observations, interviews, and document analysis in a seventh-grade classroom for one year.
Several key findings emerged from this study. First, the approach of phenomenon-based learning was not only an active practice on the post-modern curriculum but also a creation of a weak framing-and-classification. Second, the case school incorporated the national curriculum guideline and IB system that tended to take the "Inquiry-Based Learning" as a method to connect different subjects. Third, the theme of the Phenomenon-Based Learning Week was real-world phenomena and concepts which allowed students to integrate their knowledge and experience for experimental learning. Fourth, case school regarded students as the center of an ecosystem and encouraged them to make connections across subjects through dialogue and interaction. Finally, phenomenon-based learning challenged students to learn in creative ways from "what kinds of subject knowledge I want to integrate (multi-disciplinary/inter-disciplinary)," "how I apply what I have learned in issues (inter-disciplinary/trans-disciplinary)" to "taking direct action (trans-disciplinary/disciplinary-free)." This kind of "pop-ups learning" experience broadened the landscape of interdisciplinary teaching and learning.
The study also provides cross-cultural research reflections and several suggestions for the implementation of the 12-Year Basic Education Curriculum Guidelines in Taiwan.

並列關鍵字

Finland education ； interdisciplinary teaching and learning ； phenomenon-based learning ； pop-ups learning ； experimental learning ； interest gap

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參考文獻