【作 者】：
杨 盼， 韩 芳
【关 键 词 】：
芬兰； STEM教育； 框架； 趋势
【栏 目】：
历史与国际比较
【中文摘要】：
为促进STEM教育的发展，芬兰在成立LUMA中心的基础上，打造具有芬兰特色的STEM教育框架。芬兰STEM教育作为一种理念、思想和方法，服务于学生STEM能力发展。其教育框架在遵循建构主义、达克效应和自决理论的基础上，从机构设置、课程开发、教学与学习、教师专业发展和校外学习环境创设等五个方面具体呈现。基于该框架体系，芬兰STEM教育在未来将聚焦于真实问题情境的高阶能力培养、加强与STEM引进及大学的联系、实施多元化的发展性评价、提升教师STEM教育素养。鉴于此，我国STEM教育可通过服务核心素养发展、打造STEM学习生态系统、完善STEM教育评价机制、培养卓越STEM教师等方式获得发展。
【英文摘要】：
In order to promote the development of STEM education, Finland has created a STEM education framework with Finnish characteristics on the basis of the establishment of LUMA center. As a concept, an idea and a method, STEM education in Finland serves the development of students' STEM ability. On the basis of Constructivism, Dunning-Kruger effect and Self-Determination Theory, its educational framework is presented from five aspects: institutional setting, curriculum development, teaching and learning, teacher professional development and the establishment of off-campus learning environment. Based on that framework system, STEM education in Finland in the future will focus on the cultivation of higher-order abilities in real problem situations, strengthening connections with STEM industries and universities, implementing diversified developmental evaluation, and improving teachers' STEM education quality. For reference, STEM education in China can be developed by promoting the development of key Competences, building a STEM learning ecosystem, improving STEM education evaluation mechanism and cultivating excellent STEM teachers.