*比較一下歐盟和芬蘭 vs 台灣對＂能力＂的定義，以及＂新課綱調整＂內容，就知道人家的有識周延與未來感；相較之下，台灣就明顯表現出無知粗糙與抱殘守缺。人家在教育現代國民與世界公民，台灣則在灌輸無史實根據已被揚棄的意識形態，至於＂能力＂則還是＂應付＂考試的能力。不僅沒有水準檔次可言，根本毫無國際競爭力。
能力（competence）指的是什麼？2006年，歐洲議會與歐盟理事會下了一個定義：「結合當下情境適用的知識、技能與態度」（a combination of knowledge, skills and attitudes appropriate to the context）。歐盟當時提出八大需終身學習的核心能力：母語溝通能力；外語溝通能力；數學、科學與科技基礎能力；數位能力；學習能力；社會與公民能力；創業精神；文化自覺與表達能力。
芬蘭新課綱調整
新課綱總目標，是培養孩子的橫向能力（transversal competence）。橫向能力由7種能力組成：
1、思考與學習的能力
2、文化識讀、互動與表述能力
3、自我照顧、日常生活技能與保護自身安全的能力
4、多元識讀（multi-literacy）
5、數位能力
6、工作生活能力與創業精神7、參與、影響，並為可持續的未來負責這7種能力涵蓋知識、技能、價值、態度，也包含能在不同情境使用這些技能的能力。
更值得一提的是，新課綱的目標，還包含孩子使用這些能力時，願意遵守倫理規範。芬蘭教育委員會指出，新課綱強調教室內的協作練習，學生可同時和幾個老師一起練習。學生在學習數學、歷史、藝術、音樂與其他傳統科目之外，每年至少要參加一項主題式（phenomenon-based）的跨科學習，學生甚至能參與規劃自己的學習進度。從芬蘭新課綱改革可以看出，芬蘭教育者著眼的是，如何培養孩子的「現實感」、「未來感」與「責任感」，這或許正是台灣教育改革最缺乏的「三感」。
25.3.2015
What is going on in Finland? – Curriculum Reform 2016
Blog text 25.3.2015
In December 2014, Finland completed the reform of the National Core Curricula for pre-primary education and for compulsory basic education. The local education authorities are now busy working with the local curricula based on the National Core Curricula. Schools will start working according to the new curricula in autumn 2016. The National Core Curricula were compiled in an extensive collaboration process where the Finnish National Board of Education worked side by side with municipalities, schools and teachers, and with teacher trainers, researchers and other key stakeholders. The reform process and the core curricula have met a positive response throughout the field of education and the Finnish society. There is no experimentation period needed for this change. Instead, as there is a lot of autonomy for local authorities in providing education, municipalities may develop their own innovative approaches to implementing the curricula, differing from those of other municipalities.
Developing schools as learning communities, and emphasizing the joy of learning and a collaborative atmosphere, as well as promoting student autonomy in studying and in school life – these are some of our key aims in the reform. In order to meet the challenges of the future, there will be much focus on transversal (generic) competences and work across school subjects. School subjects still have an important role to play in teaching and learning. The subjects that are common to all students in basic education have been stipulated in the Basic Education Act, and the allocation of lesson hours among school subjects has been prescribed in the Government Decree in 2012.
The learning goals of the transversal competences are described as seven competence areas. Local authorities and schools are encouraged to promote the development of these competences and to consider their own innovative ways in reaching the goals. The core curricula for subjects have been written so that their learning objectives include the competence goals which are most important for the said objectives. The competences will also be assessed as a part of subject assessment. In this way every school subject enhances the development of all seven competence areas. This is a new way of combining competence-based and subject-based teaching and learning. Nevertheless, the traditional school subjects will live on, though with less distinct borderlines and with more collaboration in practice between them.
In the reform, the emphasis set on collaborative classroom practices will also be brought about in multi-disciplinary, phenomenon- and project-based studies where several teachers may work with any given number of students simultaneously. According the new National Core Curriculum, all schools have to design and provide at least one such study-period per school year for all students, focused on studying phenomena or topics that are of special interest for students. Students are expected to participate in the planning process of these studies. School subjects will provide their specific viewpoints, concepts and methods for the planning and implementation of these periods. On what topics and how these integrative study periods are realized, will be decided at local and school level.
The third emphasis in the reform has been set on formative assessment. We want to develop assessment for learning and assessment as learning. The task of assessment is to encourage students and to promote learning i.e. we need to help students to gradually learn to understand and analyze their own learning processes, and to take more and more responsibility over their learning. We believe that the ability to learn is a skill that must be systematically promoted and that this is something that is very much needed in life.
Irmeli Halinen
Head of Curriculum Development
Finnish National Board of Education
沒有留言:
張貼留言