第六十七輯．第一期 - 2021-03-31

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

Finnish School’s Phenomenal-based Learning Curriculum Integration Design and Students’ Learning Performance

作　者：
陳玟樺、劉美慧 / Wen-Hua Chen, Meihui Liu
關鍵字：
立體學習、芬蘭教育、現象為本學習、課程統整 / pop-ups learning, Finland education, phenomenon-based learning, curriculum integration
  • 摘要
  • 英文摘要
  • 參考文獻
  • 全文下載
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.

中華民國課程與教學學會(主編)(2000)。課程統整手冊—理論篇(1)。臺北市:教 育部。

[Association for Curriculum and Instrucation. (Ed.). (2000). Curriculum Integration Manual: Theory (1). Taipei, Taiwan: Ministry of Education.]

方德隆(2000)。九年一貫課程學習領域之統整。課程與教學季刊，3(1)，139-156。 

[Fang. D.-L. (2000). On the integration of fields of study in “6-15 Curriculum Syllabus” in Taiwan. Curriculum & Instruction Quarterly, 3(1), 139-156.]

吳怡瑄、葉玉珠(2003)。主題統整教學、年級、父母社經地位與國小學童科技創造力 之關係。師大學報，48(2)，239-260。

[Wu, S.-Y., & Yeh, Y.-C. (2003). The relationship between thematic integrated instruction, grade level, parental socio-economic status and pupil’s technological creativity. Journal of Taiwan National University: Education, 48(2), 239-260.]

吳璧純(2002)。從變異與選擇建構論的觀點看另類評量。載於詹志禹(主編)，建構 論:理論基礎與教育應用(頁190-207)。臺北縣:正中。

[Wu, P.-C. (1996). From variation and selection constructionism perspectives to examine alternative assessment. In J.-Y. Jan (Ed.), Learning science in the schools: Research reforming practice (pp. 190-207). New Taipei, Taiwan: Cheng Chung.]

吳璧純(2008)。找回統整的生活課程:九年一貫生活課程研修及97生活課綱的特色。 教育研究月刊，175，22-34。

[Wu, P.-C. (2008). Rediscovering the integrated life curriculum: A study of the grade 1-9 curriculum and the features of life curricula in 2008. Journal of Education Research, 175, 22-34]

周淑卿(主編)(2002)。課程統整模式原理與實作。嘉義市:濤石。
[Chou, S.-C. (Ed.). (2002). Principle and implementation of curriculum integration model. Chiayi, Taiwan: Waterstone.] 

徐美玉、范信賢、陳思玎、李佳穎(2010)。生活課程統整教學的活化:「綠魔毯」案例探討。教育研究月刊，192，87-97。

[Xu, M.-Y., Fan, X.-S., Chen, S.-J., & Li, J.-Y. (2010). The activation of integrated teaching of life curriculum: a case study of the “Green Magic Carpet”. Educational Research Monthly, 192, 87-97.] 

張美玉(1995):歷程檔案評量的理念與實施。科學教育，231，58-63。

[Chang, M.-Y. (1995). Theoretical and practical aspects of portfolio assessment. Science Education Monthly, 231, 58-63.] 

郭重吉、江武雄、王夕堯(2000，5月)。從理論到實務談建構主義。台中縣國中教師建構主義合作學習研討會，臺中縣。

[Guo, C.-J., Chiang, W.-H., & Wang, S.-Y. (2005, May). Discuss constructivism from theory to practice. Paper presented at the Seminar on Constructivism and Cooperative Learning among Junior High School Teachers in Taichung County, Taichung, Taiwan.]

陳毓凱、洪振方(2007)。兩種探究取向教學模式之分析與比較。科學教育，305(3)，4-19。

[Chen, Y.-K., & Hung, J.-F. (2010). The Comparison and Analysis of Two Inquiry-oriented Teaching Model. Science Education Monthly, 305(3), 4-19.] 

單文經(2001)。解析Beane對課程統整理論與實際的主張。教育研究集刊，47，57-89。

[Shan, W.-J. (2001). The critical analysis of James A. Beane’s theory of curriculum integration. Bulletin of Educational Research, 47, 57-89.] 

游家政(2000)。學校課程的統整及其教學。課程與教學季刊，3(1)，19-38。
[You, C.-C. (2000). Integration of school curriculum and its instruction. Curriculum & Instruction Quarterly, 3(1), 19-38.]

黃政傑(1991)。課程設計。臺北市:東華。
[Hwang, J.-J. (1991). Curriculum design. Taipei, Taiwan: Tung Hua.] 

甄曉蘭(2008)。促進學習的課堂評量— 概念分析與實施結果。中等教育，59(1)，92-109。

[Chen, H.-L. S. (2008). Assessment for learning: Concepts and strategies. Secondary Education, 59(1), 92-109.]

Beane, J. A. (1997). Curriculum integration: Designing the core of democratic education. New York, NY: Teachers College Press.

Blumenfeld, P., Soloway, E., Marx, R., Krajcik J., Guzdial, M., & Palincsar, A. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 1991, Vol. 26, No. 3&4, 369-398.

City of Helsinki. (2017). Helsinki Design Award granted to phenomenon-based learning –Helsinki as the model city. Retrieved from https://www.hel.fi/uutiset/en/kasvatuksen-ja-koulutuksen-toimiala/award-phenomenon-based-learning

Danielson, C., & Abrutyn, L. (1997). An introduction to using portfolios in the classroom. Alexandria, VA: Association for Supervision and Curriculum Development.

Drake, S. M. (1991). How our team dissolved the boundaries. Educational Leadership, 49(2), 20-23.

Drake, S. M. (1998). Creating integrated curriculum: Proven ways to increase student learning. Thousand Oaks, CA: Corwin Press.

Drake, S. M. (2007). Creating standards-based integrated curriculum: Aligning content, standards, instructional strategies and assessment (2nd ed.). Thousand Oaks, CA: Corwin.

Earl, L. (2003). Assessment as learning: Using classroom to maximize student learning. Thousand Oaks, CA: Corwin Press.

Erickson, H. L. (2007). Stirring the head, heart and soul: Redefining curriculum, instruction, and concept-based learning (3rd ed.). Thousand Oaks, CA: Corwin Press.

Farr, R., & Tone, B. (1994). Portfolio and performance assessment: Helping students evaluate their progress as readers and writers. Fort Worth: Harcourt Brace College Publishers. Finnish National Board of Education. (2014). Irmeli Halinen: General Aspects of Basic Education Curriculum Reform 2016 Finland. Retrieved from https://www.youtube.com/watch?v=KY_LZJkEo28

Finnish National Board of Education. (2016). National core curriculum for basic education 2014. Helsinki, Finland: Next Print Oy.

Fogarty, R. (1991). The mindful school: How to integrate the curricula. Palatine, IL: Skylight. Gergen, K. J. (1995). Social construction and the educational process. In L. P. Steffe & J. Gale (Eds.), Constructivism in education (pp. 17-39). Hillsdale, NJ: Lawrence Erlbaum.

Grady, J. B. (1994). Interdisciplinary curriculum: A fusion of reform ideas. Retrieved from https://files.eric.ed.gov/fulltext/ED373903.pdf

中華民國課程與教學學會(主編)(2000)。課程統整手冊—理論篇(1)。臺北市:教 育部。

[Association for Curriculum and Instrucation. (Ed.). (2000). Curriculum Integration Manual: Theory (1). Taipei, Taiwan: Ministry of Education.]

方德隆(2000)。九年一貫課程學習領域之統整。課程與教學季刊，3(1)，139-156。 

[Fang. D.-L. (2000). On the integration of fields of study in “6-15 Curriculum Syllabus” in Taiwan. Curriculum & Instruction Quarterly, 3(1), 139-156.]

吳怡瑄、葉玉珠(2003)。主題統整教學、年級、父母社經地位與國小學童科技創造力 之關係。師大學報，48(2)，239-260。

[Wu, S.-Y., & Yeh, Y.-C. (2003). The relationship between thematic integrated instruction, grade level, parental socio-economic status and pupil’s technological creativity. Journal of Taiwan National University: Education, 48(2), 239-260.]

吳璧純(2002)。從變異與選擇建構論的觀點看另類評量。載於詹志禹(主編)，建構 論:理論基礎與教育應用(頁190-207)。臺北縣:正中。

[Wu, P.-C. (1996). From variation and selection constructionism perspectives to examine alternative assessment. In J.-Y. Jan (Ed.), Learning science in the schools: Research reforming practice (pp. 190-207). New Taipei, Taiwan: Cheng Chung.]

吳璧純(2008)。找回統整的生活課程:九年一貫生活課程研修及97生活課綱的特色。 教育研究月刊，175，22-34。

[Wu, P.-C. (2008). Rediscovering the integrated life curriculum: A study of the grade 1-9 curriculum and the features of life curricula in 2008. Journal of Education Research, 175, 22-34]

周淑卿(主編)(2002)。課程統整模式原理與實作。嘉義市:濤石。
[Chou, S.-C. (Ed.). (2002). Principle and implementation of curriculum integration model. Chiayi, Taiwan: Waterstone.] 

徐美玉、范信賢、陳思玎、李佳穎(2010)。生活課程統整教學的活化:「綠魔毯」案例探討。教育研究月刊，192，87-97。

[Xu, M.-Y., Fan, X.-S., Chen, S.-J., & Li, J.-Y. (2010). The activation of integrated teaching of life curriculum: a case study of the “Green Magic Carpet”. Educational Research Monthly, 192, 87-97.] 

張美玉(1995):歷程檔案評量的理念與實施。科學教育，231，58-63。

[Chang, M.-Y. (1995). Theoretical and practical aspects of portfolio assessment. Science Education Monthly, 231, 58-63.] 

郭重吉、江武雄、王夕堯(2000，5月)。從理論到實務談建構主義。台中縣國中教師建構主義合作學習研討會，臺中縣。

[Guo, C.-J., Chiang, W.-H., & Wang, S.-Y. (2005, May). Discuss constructivism from theory to practice. Paper presented at the Seminar on Constructivism and Cooperative Learning among Junior High School Teachers in Taichung County, Taichung, Taiwan.]

陳毓凱、洪振方(2007)。兩種探究取向教學模式之分析與比較。科學教育，305(3)，4-19。

[Chen, Y.-K., & Hung, J.-F. (2010). The Comparison and Analysis of Two Inquiry-oriented Teaching Model. Science Education Monthly, 305(3), 4-19.] 

單文經(2001)。解析Beane對課程統整理論與實際的主張。教育研究集刊，47，57-89。

[Shan, W.-J. (2001). The critical analysis of James A. Beane’s theory of curriculum integration. Bulletin of Educational Research, 47, 57-89.] 

游家政(2000)。學校課程的統整及其教學。課程與教學季刊，3(1)，19-38。
[You, C.-C. (2000). Integration of school curriculum and its instruction. Curriculum & Instruction Quarterly, 3(1), 19-38.]

黃政傑(1991)。課程設計。臺北市:東華。
[Hwang, J.-J. (1991). Curriculum design. Taipei, Taiwan: Tung Hua.] 

甄曉蘭(2008)。促進學習的課堂評量— 概念分析與實施結果。中等教育，59(1)，92-109。

[Chen, H.-L. S. (2008). Assessment for learning: Concepts and strategies. Secondary Education, 59(1), 92-109.]

Beane, J. A. (1997). Curriculum integration: Designing the core of democratic education. New York, NY: Teachers College Press.

Blumenfeld, P., Soloway, E., Marx, R., Krajcik J., Guzdial, M., & Palincsar, A. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 1991, Vol. 26, No. 3&4, 369-398.

City of Helsinki. (2017). Helsinki Design Award granted to phenomenon-based learning –Helsinki as the model city. Retrieved from https://www.hel.fi/uutiset/en/kasvatuksen-ja-koulutuksen-toimiala/award-phenomenon-based-learning

Danielson, C., & Abrutyn, L. (1997). An introduction to using portfolios in the classroom. Alexandria, VA: Association for Supervision and Curriculum Development.

Drake, S. M. (1991). How our team dissolved the boundaries. Educational Leadership, 49(2), 20-23.

Drake, S. M. (1998). Creating integrated curriculum: Proven ways to increase student learning. Thousand Oaks, CA: Corwin Press.

Drake, S. M. (2007). Creating standards-based integrated curriculum: Aligning content, standards, instructional strategies and assessment (2nd ed.). Thousand Oaks, CA: Corwin.

Earl, L. (2003). Assessment as learning: Using classroom to maximize student learning. Thousand Oaks, CA: Corwin Press.

Erickson, H. L. (2007). Stirring the head, heart and soul: Redefining curriculum, instruction, and concept-based learning (3rd ed.). Thousand Oaks, CA: Corwin Press.

Farr, R., & Tone, B. (1994). Portfolio and performance assessment: Helping students evaluate their progress as readers and writers. Fort Worth: Harcourt Brace College Publishers. Finnish National Board of Education. (2014). Irmeli Halinen: General Aspects of Basic Education Curriculum Reform 2016 Finland. Retrieved from https://www.youtube.com/watch?v=KY_LZJkEo28

Finnish National Board of Education. (2016). National core curriculum for basic education 2014. Helsinki, Finland: Next Print Oy.

Fogarty, R. (1991). The mindful school: How to integrate the curricula. Palatine, IL: Skylight. Gergen, K. J. (1995). Social construction and the educational process. In L. P. Steffe & J. Gale (Eds.), Constructivism in education (pp. 17-39). Hillsdale, NJ: Lawrence Erlbaum.

Grady, J. B. (1994). Interdisciplinary curriculum: A fusion of reform ideas. Retrieved from https://files.eric.ed.gov/fulltext/ED373903.pdf

Guido, M. (2017). Inquiry-based learning definition, benefits & strategies. Retrieved from http://www.prodigygame.com/blog/inquiry-basedl-learning-defintiion-benefits-strategies/

Han, S., Capraro, R., & Capraro, M. M. (2015). How science, technology, engineering, and mathematics (STEM) project-based learning (PBL) affects high, middle, and low achievers differently: The impact of student factors on achievement. International Journal of Science and Mathematics Education, 13(5), 1089-1113.

Hebrank, M. (2000). Why inquiry-based teaching and learning in the middle school science classroom? Retrieved from www.biology.duke.edu/cibl/inquiry/why_inquiry_in_ms.htm International Baccalaureate Organization. (2015). What is an IB education? Retrieved from https://www.ibo.org/contentassets/dd8041e9f17042ea87db944c136129d1/christine-amiss-what-is-an-ib-education.pdf

Jacob, E. (1997). Context and cognition: Implications for educational innovators and anthropologists. Anthropology & education Quarterly, 28(1), 3-21.

Jacobs, H. H. (1989). Interdisciplinary curriculum: Design and implementation. Alexandria, VA: Association for Supervision and Curriculum Development.

Kokotsaki, D., Menzies, V., & Wiggins, A. (2016). Project-based learning: A review of the literature. Improving Schools, 19(3), 267-277.

Lawton, E. (1994). Integrating curriculum: A slow but positive process. Schools in the Middle 4(2), 27-30.

Lipson, M. Y., Valencia, S. W., Wixson, K. K., & Peters, C. W. (1993). Integration and thematic teaching: Integration to improve teaching and learning. Language Arts, 70(4), 252-263. 

Lonka, K., Makkonen, J., Berg, M., Talvio, M., Maksniemi, E., Kruskopf, M., Lammassaari, H., Hietgjärvi, L., & Westling, S. K. (2018). Phenomenal learning from Finland. Helsinki, Finland: Edita.

Silander, P. (2015). Digital pedagogy. In P. Mattila & P. Silander (Eds.), How to create the school of the future: Revolutionary thinking and de sign from Finland (pp. 9 -26). Oulu, Finland: University of Oulu, Center for Internet Excellence.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole., V. John-Steiner, S. Scribner, & E. Souberman, Eds.). Cambridge, MA: Harvard University Press.

Wade, S. E. (1992). How interest affects learning from text. In A. Renninger, S. Hidi, & A. Krapp (Eds.), The role of interest in learning and development (pp. 281-296). Hillsdale, NJ: Erlbaum.

Guido, M. (2017). Inquiry-based learning definition, benefits & strategies. Retrieved from http://www.prodigygame.com/blog/inquiry-basedl-learning-defintiion-benefits-strategies/

Han, S., Capraro, R., & Capraro, M. M. (2015). How science, technology, engineering, and mathematics (STEM) project-based learning (PBL) affects high, middle, and low achievers differently: The impact of student factors on achievement. International Journal of Science and Mathematics Education, 13(5), 1089-1113.

Hebrank, M. (2000). Why inquiry-based teaching and learning in the middle school science classroom? Retrieved from www.biology.duke.edu/cibl/inquiry/why_inquiry_in_ms.htm International Baccalaureate Organization. (2015). What is an IB education? Retrieved from https://www.ibo.org/contentassets/dd8041e9f17042ea87db944c136129d1/christine-amiss-what-is-an-ib-education.pdf

Jacob, E. (1997). Context and cognition: Implications for educational innovators and anthropologists. Anthropology & education Quarterly, 28(1), 3-21.

Jacobs, H. H. (1989). Interdisciplinary curriculum: Design and implementation. Alexandria, VA: Association for Supervision and Curriculum Development.

Kokotsaki, D., Menzies, V., & Wiggins, A. (2016). Project-based learning: A review of the literature. Improving Schools, 19(3), 267-277.

Lawton, E. (1994). Integrating curriculum: A slow but positive process. Schools in the Middle 4(2), 27-30.

Lipson, M. Y., Valencia, S. W., Wixson, K. K., & Peters, C. W. (1993). Integration and thematic teaching: Integration to improve teaching and learning. Language Arts, 70(4), 252-263.

Lonka, K., Makkonen, J., Berg, M., Talvio, M., Maksniemi, E., Kruskopf, M., Lammassaari, H., Hietgjärvi, L., & Westling, S. K. (2018). Phenomenal learning from Finland. Helsi

全文下載

國立臺灣師範大學教育學系教育研究集刊 Department of Education, National Taiwan Normal University

106308 臺北市大安區和平東路一段162號 / No.162, Sec. 1, Heping E. Rd., Da'an Dist., Taipei City 106, Taiwan (R.O.C.)       

+886-2-77493892　+886-2-77493878