Susanne Palm 發表於 • 國際 • 教育 • 生活
English版翻譯：Wendy Chang沒有成績、沒有考試、沒有補習班，幾乎沒有回家功課。每天都有很多遊戲和戶外活動的時間，鼓勵你發展創意、進行藝術創作、演戲、或是做音樂。這是瑞典小學生的生活，而他們人生中第一次拿到「分數」是在12歲的時候。
瑞典科學家的最新研究證實，在孩子很小的時候就進行評斷或比較，對他們是有害的，不應該這麼做。
瑞士Orebro大學教育學教授Christian Lundahl這麼說道：「當學生被評分的時候，他們的表現往往比較差，相反地，當他們在學校遇到困難時，他們需要外界正面的回饋，肯定他們的能力。這是幫助能力較差的學生的重要因素之一。」
Lundahl曾主導研究委員會的評分計畫，他表示分數的確會鼓舞到表現好的學生，但是分數大部分的時候沒什麼意義。學業成就較低的學生，會因成績受到較多的負面影響，比高分數影響好學生的程度還要高。分數會影響學生的自我形象。
幾年前，瑞典是從學生六年級才開始給分數，現在瑞典議會將年齡下降到四年級，換句話說提早了兩年開始評分制度，而這也是Lundahl所反對的。
在其他北歐國家，大家對分數抱持的態度基本上是一樣的：和別人比較並不會讓你變得更好，相反的，你的自尊心會受挫，進而阻止你發展。而且一天中花在學校學習的時間已經夠多了，下課後應該要有些休閒時間、一點自由。
我記得我在學校的童年生活充滿了歡樂和自由，赤腳在森林裡或海邊跑來跑去，可以感覺到風吹在我的臉上。
法國哲學家盧梭曾做過一個教育實驗，他讓小男孩把時間花在大自然上，遠離書本、壓力、還有學校作業；對盧梭而言，最有利於孩子的發展，就是生活在自然之中，正如盧梭在《愛彌爾》中最重要的一句話：大自然希望孩子在成為「大人」之前，必須先成為「孩子」。也許我舉的例子是許久之前，不過我還是疑問，為什麼待在戶外的台灣小孩、年輕人這麼少？
我有時會在台灣的大學講課，最喜歡問學生的問題是：「你今天有在陽光下好好散步了嗎？」
大部份的學生都沒有做到，他們忙著念書、準備考試、或是玩電動，這是他們待在學校及補習班多年，養成的壞習慣。但是學習應是為了生活，而非為了考試，我們的社會不斷在改變，誰能預測今天學的東西會對明天有用？如何培養學生面對未來的能力？
20年後的熱門、實用產業會是什麼？現今的網路充滿了資訊，我們要如何有效率的運用它？我們可以拿它來做什麼？學校體系終將被討論，而解決問題的答案不只一個，這世界上有許多種教學及學習方法。愈來愈多的科學家紛紛表示，透過遊戲、玩耍所得到的學習，是有多麽重要。但是當台灣的小朋友被課業及補習班壓得喘不過氣來時，哪有時間玩耍呢？
我真心希望所有人（不管大人小孩），每天至少抽出1至2小時到戶外走走，看看外面的花草樹木，看綠色的東西對我們的眼睛有益，也對我們的頭腦及創造力有幫助，創造力和學習息息相關，所以，讓我們到戶外去吧，就從今天開始，我們公園見、海邊見、山上見！
Susanne Palm的作品：
你知道在上個世紀，台灣兒童劇團就曾去瑞典表演過嗎？
一位瑞典人在台灣的80年代回憶：偷偷跳Disco、沒有捷運的台北，還有認識一位一生的姊妹
教育人行道 2號 On Educating, No.2
2008/1/7 (創刊： 2008/01/05) 主編：鍾漢清
http://hceducation.blogspot.com/
主題：考試、成績與拙速
Quote from W. Edwards Deming:
When a worker has reached a stable state, further training will not help him.
When a worker has reached a stable state, further training will not help him.
Quote from W. Edwards Deming:
Manage the cause, not the result.
Manage the cause, not the result.
大量考試是毒害 1995
這一陣子電信局開放泛歐式無線電話機(GSM)，一時台灣成為各國群雄推銷的大戰場。某家大公司在報上登了「百分之三百檢驗的品質保證」，說在環環相扣的各關卡中，每次都做百分之一百的檢驗，顧客可放心云云。...然而，事實卻是：「才怪呢！」
這一陣子電信局開放泛歐式無線電話機(GSM)，一時台灣成為各國群雄推銷的大戰場。某家大公司在報上登了「百分之三百檢驗的品質保證」，說在環環相扣的各關卡中，每次都做百分之一百的檢驗，顧客可放心云云。...然而，事實卻是：「才怪呢！」
在高品質競爭的時代，竟然還有這種弄巧成拙的「自毀長城」廣告，真是不亦怪事：工商業早已了解品質要從源流做起，設計、製造都要注意品質管制，而不能只靠檢驗。然而，這種智慧在我們的教育中卻被遺忘了。真是令人心悲。
筆者早年在英國讀碩士班，一年才戰(考)一次，決定你有沒資格寫論文(當然，各系日常考核方式不同，每週二次導師生面談便很容易知道學生的進度)。【補充：
幾年前讀John Fowles的小說{The French Lieutenant's Woman 法國中尉的女人}，很對胃口…我買一本Dell 版The Magus (1965/1978)(第42刷 ) 準備當睡前讀物。
看到一篇 BBC的訪問稿，就將它複製如下 (所有加工都是HC作的)：當年牛津大學3年都是在最後半年才努力讀點正經書來考試的。John (1976) 對於昔日之教育很有好感。反過來說，1976年的牛津大學似乎已「世風日下」，但求拙速】
歐洲人對美式教育的考試頻率，大惑不解，為何需要如此頻繁的考試呢？如果他們看國內教育的密集檢驗學生能力(記憶力)考試，大概要嘆為觀止吧！
現代醫學昌明，各種複雜的醫學檢驗設備很多。不過，現在醫界已證明，許多醫學檢驗成效有限而且容易造成看不見的傷害。【補充： 談行醫之道 On Doctoring 】不知怎的，教育界怎麼沒有這種自覺：考試試題品質很難適當、正確，何況太多了會造成「內傷」，令學生學習興趣缺乏，甚至對學習有敵意、恐懼，惡果很多。
以上的隱喻或許有點不倫不類，然而個人卻必須指出，工商業與醫療的檢驗效能有限，都不及大量考試對學習毒害之厲害。請注意，學生是人，人要學習的話，必須要有起碼的「發展階段」，換屯話說，有很多東西急不得，要慢慢栽培、醞釀才能有成。請不要滿腦子想讓學生記下大堆垃圾情報。
有人笑著解嘲說：「老鍾，張繼高先生不是說過，上等的白蘭地酒得每天要翻一翻才行？」不錯，「照顧」是很重要的教育功夫，但是考試卻是適足以害之。請記住，「知識是無法灌輸的」，所以請不要想拼命塞東西給學生。更何況台灣的標準答案式(其無知至極，例子不可勝數)考試，比起情報量也跟不上電腦的又快又好呢！
近來，有有中央研究院的高手為某組織上課以應付工程師考試，但他坦承如果自己若去參加該考試，大概也難逃「被當」的命運。...苦過來的媳婦，可不要又成為「不饒人的婆婆」呀！就筆者所知，有太多考試，不敢公布其試題及標準答案，以供學員檢討、改進；其出題能力或品質本身就堪虞。
請想一想，學校及補習班的各式各樣模擬考，使每位學員浪費多少青春。這些只重成果檢驗，忽略成形過程，甚或以檢驗(考試)取代教學與學習的作法，是社會很大的無形浪費呀！ (hanching chung 刊出日期： Oct. 1995 )
2008/年元月6日周日晚800-900， 日本NHK電視台有一小時中國某小學五年級（一組）特別節目：「小皇帝之眼睛」
該班的許多女學生能言善道：（書包太重；家長-學校都採取”成績-分數”來衡量）”惡（性）循環”等詞都用上…..
此風在中國特別嚴重。不過，美國呢？情況好不了多少。試看紐約時報的一篇報導：
School Commendations Come With a Critique
Published: January 4, 2008
It was supposed to be a day to celebrate the city’s best schools. The schools chancellor, Joel I. Klein, trekked to Public School 46 in Bayside, But when he invited Assemblyman Mark Weprin to the microphone, Mr. Weprin, a Queens Democrat, seized nearly five minutes of the news conference to lambaste the grading system and the Bloomberg administration’s focus on standardized testing to measure achievement.
“Our schools have turned — I know the chancellor is standing here, but — to Stanley Kaplan courses in a lot of ways,” Mr. Weprin said, referring to a large test preparation company.
Lacing his comments with apologies for being “impolite,” Mr. Weprin said, “Too much focus is trying to get the right answers on tests and not enough focus on, in my opinion, on learning. And a good teacher doesn’t just teach how to get the right answers, a good teacher inspires, and a lot of that is being lost in our schools.”
Mr. Klein looked down with a bit of grimace, particularly as parents and teachers who were gathered in the back of the room burst into applause.
“Well, as you can imagine,” Mr. Klein said when he returned to the microphone, “I don’t believe that is an accurate view of what is going on.” He added, “I think learning knowledge is a key part, coupled with challenging our children to think, to be creative and to be imaginative.”
Then, with his voice rising, he added: “And yes, to test them on it, so that you know what they know and what they don’t know. If we don’t do that, we aren’t educating our kids.”
The chancellor did get some support earlier, from Mr. Weprin’s brother David, who represents Bayside on the City Council. He praised the chancellor for “rewarding excellence.” Before the unexpected exchange on testing, Mr. Klein announced that rewards totaling $3.4 million would be distributed to the 134 schools that have received both an A on the city’s report card and the highest mark, “well developed,” in a review by education consultants who visit and evaluate the schools. The reward will amount to $30 per student, so large schools, such as New Utrecht and Franklin Delano Roosevelt
Officials chose to hold the news conference in District 26 in northeastern Queens, partly because parents, teachers and elected officials there had been some of the loudest critics of the new grading system, despite the fact that more than half of the schools in the district had received an A on the city report card — the highest proportion in the city. None of the schools in the district received a mark lower than a C.
Mr. Klein emphasized that it was unusual to give schools more money for performing well, noting that in the past money had been funneled into low-performing schools for years, without producing any improvements.
“Were doing something that’s quite different, and we’re rewarding success,” Mr. Klein said. “I’ve often said we need more money for public education, but we need more money that is spent well and smartly.”
Asked by reporters to respond to Assemblyman Weprin’s comments, the school’s principal, Marsha Goldberg, sidestepped any debate. “What we do here is that we balance,” she said. “I am not going to say that we never do test prep; obviously we do.” She added: “Our children here feel valued and loved. And we celebrate all their successes whether it be academic or nonacademic.”
Mr. Klein, who toured the school before the news conference, emphasized in his remarks that the school did more than the basics, and had robust arts, music and computer programs. In one fourth-grade class, he encouraged students to tell him what they liked about the school. And he seemed surprised when Andrew Xu, the first boy to raise his hand, replied, “They help us get ready for the state ELA test.” Andrew, 9, was referring to the test for English Language Arts to be taken next week by all students in grades three through eight. “They teach us what methods to use and how to write.”
Andrew trailed off as he tried to elaborate, “Oh, I don’t know how to explain it.”
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