芬蘭一間學校的現象為本學習課程統整設計與學生學習表現

Abstract

芬蘭新課綱於2016年上路，赫爾辛基地區學校實施的現象為本學習引起諸多關注。現象為本學習以主題或議題為教學核心，其蘊含課程統整特質有助於發展學生二十一世紀所需能力。緣此，本研究進入一公立中小學進行田野研究，試圖探索現象為本學習課程統整設計基本原則和學生學習表現。採個案研究法，以赫爾辛基一間具10年國際文憑（International Baccalaureate, IB）課程實施經驗的公立學校為研究場域，以觀察、訪談及文件分析等方法蒐集資料。結果發現有三：一、個案師生於現象為本學習週之課程統整設計的基本原則主要在透過概念來探究現象、學生參與課程設計、統整在自己身上；二、學生於現象為本學習週之統整學習表現富立體學習效果；三、現象為本學習週之評量目的在引導和鼓勵跨領域學習及發展自我評估能力。本研究最後提出幾點建議，供有興趣發展現象為本學習者參考。

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 curriculum integration characteristics that may help develop the 21st-century competencies. This study conducted a field study in a public school with ten years experiences of International Baccalaureate programs, exploring the fundamental principles of the curriculum integration of phenomenon-based learning and students’ learning performance. The study applied observations, interviews, and document analysis in a seventh-grade classroom from mid-February to early June 2018. Several key findings emerged from this study. First, the fundamental principles of the curriculum integration of the Phenomenon-based learning Week include exploring phenomena through concepts, student involvement in curriculum design, and integration in oneself. Second, students’ integrated learning performance during Phenomenon-based learning Week seems to highlight the effect of pop-ups learning. Finally, the purpose of the Phenomenon-based learning Week assessment is to guide and encourage cross-disciplinary learning and develop self-assessment capabilities. This study also provides several suggestions for designers who intend to develop the teaching and learning of phenomenon-based learning.