【作 者】：
赵晓伟， 沈书生
【关 键 词 】：
现象式学习； 跨学科教学； 芬兰教育； STEM； 核心素养
【栏 目】：
历史与国际比较
【中文摘要】：
为了培养学生在未来社会生活的能力，芬兰将现象式学习作为未来人才培养的解决方案。现象式学习受芬兰教育理念的长期影响，经历了萌芽期、成长期和发展期三个阶段，是以真实世界现象为学习起点，从学习者前理解出发，在具身探究和社会参与中修正对现象的认识，进而创造多重表征意义的新型学习方式。现象式学习通过开展跨学科教学、构建开放性学习空间、采用设计导向型教学法、创设真实与虚拟学习场域、组建多元教学团队等方式组织实施。该学习方式对我国跨学科教学具有以下启示意义：应关注知识的涉身性与多元性、重视身体作用并赋予学生鲜活体验、通过构建跨学科共同体等方式推进跨学科教学实践。
【英文摘要】：
In order to cultivate students' ability to live in the future society, Finland takes phenomenon-based learning as the solution to cultivate future talents. Under the long-term influence of Finland's educational philosophy, phenomenon-based learning has gone through three stages, namely, the embryonic stage, the growth stage and the development stage. Phenomenon-based learning is a new way of learning which takes the real world phenomenon as the starting point, starts from the learners' pre-understanding, modifies the understanding of the phenomenon in the process of embodied exploration and social participation, and then creates multiple representational meanings. Phenomenon-based learning is organized and implemented by adopting interdisciplinary teaching, constructing open learning spaces, developing design-oriented pedagogy, creating real and virtual learning context, and forming multiple teaching teams. This kind of learning method can be used for reference for interdisciplinary teaching in China. We should pay attention to the involvement and diversity of knowledge, attach importance to the role of body and give students fresh experience, and promote interdisciplinary teaching practice by constructing community.