研究目的

基於跨領域教學是我國課程改革的重要議題，本研究探討芬蘭赫爾辛基個案學校實施現象為本學習的經驗，期為我國推動新課綱之參考。

研究設計／方法／取徑

本研究採個案研究法，以芬蘭一間公立學校為研究場域，研究時程為一年。蒐集資料的方法包括參與觀察、訪談與文件分析。

研究發現或結論

本研究發現主要有三：一、個案學校師生常態性運作的探究取向教學文化為實施現象為本學習創造有利環境；二、個案學校籌劃與實施現象為本學習週主要關注面向在「設定統整策略與主題」、「加強學生對『統整』能力的覺察」、「鼓勵探索關鍵事件或人、事物、現象之間關係」；三、個案學校慎思現象為本學習週的評量以「學習如何學習」為主要籌劃方向。

研究原創性／價值

國內目前尚無較長期蹲點芬蘭課室的現象為本學習研究。基於芬蘭教育向來為我國關注，且跨領域教學議題正引起討論，本研究可作為本土課程改革或課室教學實踐之參考，甚至作為未來長期追蹤研究分析的基礎。

Purpose

This study explores the praxis of phenomenon-based learning in a middle school in Helsinki, Finland. It is expected that the findings of this study could provide suggestions for the implementation of interdisciplinary teaching and learning which is the core for new curriculum reform in Taiwan.

Design/methodology/approach

This study conducted a one-year field study in a public comprehensive school. The methods for data collection included participant observation, interview and document analysis.

Findings/results

Three key findings emerged from this study. First, the inquirybased approach usually implemented by the case school created a favorable environment for phenomenon-based learning. Second, the focuses of Phenomenon-based Learning Week were “determining integration strategy and learning theme,” “promoting students' awareness of integration ability,” and “exploring key events or the relationship between people, things and phenomena”. Finally, “learning how to learn” was the main purpose of assessment.

Originality/value

The approaches of interdisciplinary teaching and learning of Finland education have been attracted attention in Taiwan. However, Taiwan has few field studies on phenomenon-based learning in Finnish classrooms. The results of this study provides references for curriculum reform or classroom practice in Taiwan. Furthermore, this study may also be regarded as the basis for long-term follow-up studies in the future.

芬蘭教育；跨領域教學；芬蘭現象為本學習；課程統整

Finland education; interdisciplinary teaching and learning; Finnish phenomenon-based learning; curriculum integration