In the twenty-first Century , the economy of Finland has been developing rapidly and its industrial structure has changed . The proportion of the third industry continues to rise and becomes the leading industry of the national economy . What's more , the great progresses have been made in economy , science and technology . In such a context , Finland government realized the importance of the basic education curriculum reform , and launched the reform in basic education to innovate the ideas , contents , management , and setup of curriculum , and to strengthen the teaching staff construction as well . To be more specific , the following new ideas and measures are put forward or taken :showing respect for human nature and cultivating the ability of lifelong learning , attaching importance to science and technology and foreign language curriculum , adopting decentralized and flexible management of curriculum , impplementing ‘non-graded school system’ , increasing the flexibility of curriculum setting , building teachers'team to guarantee the quality and quantity of teachers for the curriculum reform , and government's providing financial support for the reform . Despite the great achievement , there are still some problems . For example ,insufficient guidance provided for developing students'autonomic learning , not much attention paid to the differences in learning outcome caused by gender difference ,lack of unified and objective standard for curriculum evaluation . Lessons can be drawn from the Finnish experience for us as follows . Attention must be paid to the fairness in setting up curriculum . The flexibility of curriculum set-up should be increased . The quality of teachers needs to be enhanced to meet the ability requirements of the national curriculum reform . A comprehensive and rigorous basic evaluation system is to be established for basic education curriculum reform ;Diversified options and guidance for course selection should be provided for students .%21世纪芬兰经济快速发展，产业结构发生变化，第三产业比重持续上升并成为国民经济的主导产业，加上社会经济与科技的进步，芬兰政府意识到改革基础教育课程的重要性。芬兰在课程理念、课程内容、课程管理、课程设置、师资建设等方面都进行了改革。具体包括：尊重天性，培养终身学习的能力；重视科技与外语课程；课程管理分散灵活，实行“不分年级制”；增加课程设置的弹性；整治教师队伍，为课程改革提供师资保证；政府为基础教育课程改革提供财力保障。改革虽然取得了一定的成果，但是其中也存在一些问题，例如，忽视学生学习自觉性的引导，对性别造成的学习差异不够重视，缺乏统一客观的课程评价标准等。芬兰基础教育课程改革的经验与教训启示我们：要注重课程设置的公平性；增加课程设置的弹性；提高师资队伍质量，使其具备配合国家课程改革的综合素质；建立全面而严格的基础教育课程改革评估制度；为学生提供多样化的选课方案以及课程指导制度。
展开▼
