摘 要
不分年级制属于个别化教学的一种形式，在第二次世界大战结束后开始受到教育工作者的重视。据文献记载，在 20 世纪 50 年代，美国出现三所着名的不分年级制中学。
但是不分年级制自身所具有的缺陷使这种制度的进一步推广有很大的困难，有人断言：“如果要使不分年级制成为与年级制并行的一种有意义而适用的选择，必须对整个教育系统进行全面而彻底的改革。”
芬兰的高中不分年级制改革开始于 20 世纪 80 年代，它的产生主要源于芬兰国内政治经济形式和教育理念的转变。芬兰在进行不分年级制改革的过程中，对整个高中教育系统进行了大刀阔斧的改革，主要包括课程方面、教学方面、评价方面以及管理方面等，形成了独具特色的芬兰不分年级制，这也是芬兰不分年级制能够成功的在国内普及并取得良好效果的原因。
本文主要分为以下六个部分来阐释芬兰高中的不分年级制：
引言部分主要包括问题的提出、核心概念界定、研究现状、研究思路与研究方法等内容。
第一章主要介绍了芬兰不分年级制的产生背景和理论基础。芬兰不分年级制的产生主要基于其国内政治经济和教育理念的转变，芬兰从 20 世纪 80 年代开始向后工业社会转变，新自由主义理念开始渗透到社会各方面。教育作为芬兰发展的重要支柱，它的改革势在必行。而改革的理论基础主要包括人本主义心理理论、建构主义学习理论、教育公平观的发展、个别化教学理论。
第二章是关于芬兰不分年级制的课程设置的阐释。不分年级制的课程无论在设置程序上，还是在结构与内容方面都不同于传统的课程。课程设置主要通过国家颁布国家核心课程框架来规定课程的基本内容和方向，将传统的学科转变为学习领域、科目和学程三级课程体系。
第三章主要介绍了芬兰不分年级制的教学方式和配套措施。学生学习主要通过选课制度，自己制定学习计划，自定学习步调和时间。而教学的时间和空间也是根据学程来安排的。此外，还介绍了不分年级制实施的一系列配套措施。
第四章则重点介绍了芬兰不分年级制的评价机制。芬兰高中不分年级制的评价采取了符合其课程设置的评价机制，将评价分为了单个学程、课程大纲和整个学校的学习大纲三个范畴来评价。
第五章总结了芬兰不分年级制的特色与问题。特色主要包括以模块为基础的学习、重视学生自主性和个性化、课程评价更具灵活性和合理性、取消了学期而代之以学段和灵活的弹性学制、学校之间的合作的加强。同时存在如下问题：学生的成熟度是否能适应自主规划学习、资金和时间的耗费增大以及对于全国高中结业考试的争议等。最后是文章的结语。
关键词：芬兰；不分年级制；课程；教学；评价
Abstract
Non-graded System is a form of individualized instruction, it have began to drawn theattention of the education workers after the world war ii. According to the literature, in the1950s, there have appeared three famous non-graded middle school in the United States. Butthe flaws owed by non-graded system make the system's further promote have greatdifficulties, as someone asserted: “if you want to make the non-graded system change to be ameaningful and practical choice, as well as a parallel system with grade system, there must bea comprehensive and thorough reform on the whole system of education .”
Finnish non-graded system reform on high school began in the 1980s, and it is generatedmainly from changes of the Finnish domestic politics and the economy and the educationalphilosophy. During the process of non-graded system reform, Finland carried on a radicalreform on the whole system of high school education, which mainly included courses,teaching, evaluation and management, etc. As a result, Finland formed a unique non-gradedsystem, and it is also the reason why Finnish non-graded system can successfully spread inthe whole country and achieved good results.
This paper is divided into the following six parts to illustrate the non-graded system inFinnish general upper school:The introduction part mainly includes the question proposed, the core concept definition,research status, research ideas and methods, etc.
The first chapter mainly introduces the background and theoretical basis of Finnishnon-grade system. Finnish non-graded system is mainly based on the transformation of itsdomestic political and economy and the education idea, since the 1980s, Finland began tochange to post-industrial society, and the new liberalism idea began to infiltrate into the socialvarious aspects. As the important pillar of the development of Finland, education's reform isinevitable. The theoretical basis of the reform mainly includes the humanism psychologytheory, constructivism learning theory, the development of conception of equality in educationand the individualized teaching theory.
The second chapter is to explain about the curriculum of the Finnish non-graded system.
The curriculum of non-graded is different from the traditional curriculum both in setupprocedure and structure and content. Curriculum is setup mainly through the national corecurriculum framework which provides basic content and direction of the curriculum, and thecurriculum transform the traditional discipline for learning areas, subjects and coursesthree-level course system.
The third chapter mainly introduces the teaching method and supporting measures of Finnish non-graded system. Students' learning is mainly through elective system, in whichthey determine their own learning plan, custom learning pace and time. While thearrangement of teaching time and space is based on courses, and teachers change thetraditional teaching method. In addition, it also introduced a series of supporting measures ofthe non-graded system.
The fourth chapter mainly introduces the evaluation mechanism of Finnish non-gradedsystem. Finnish non-graded system adopted the suitable evaluation mechanism, which dividedthe whole evaluation into three categories which are course evaluation, subject syllabusevaluation and the entire general upper secondary school evaluation.
The fifth chapter summarizes the characteristics and problems of Finnish non-gradedsystem. Characteristics mainly include module-based learning, attaching great importance tostudents' autonomy and personalization, curriculum evaluation with more flexibility andrationality, cancelling semesters and replaced with the learning segments and flexibleschooling, and the strengthening of cooperation between schools. At the same time, existedthe following problems: if students' maturity can adapt to the autonomous planning study,increase of money and time cost and the dispute of Matriculation Examination, etc. The last isthe conclusion of the article.
Key words: Finland; Non-grade system; Curriculum; Teaching; Evaluation
目 录
中文摘要…… I
英文摘要…… II
目 录…… IV
引 言…… 1
一、问题的提出 …… 1
二、核心概念界定 …… 3
三、研究现状 …… 4
四、研究思路和研究方法 …… 7
第一章 芬兰高中不分年级制产生的背景和理论基础…… 9
一、芬兰高中不分年级制的产生背景 …… 9
（一）经济发展模式的转变…… 9
（二）政治形式的变化…… 9
（三）芬兰教育公平观念的转变…… 10
二、芬兰高中不分年级制的理论基础 …… 12
（一）人本主义心理理论…… 12
（二）建构主义学习理论…… 13
（三）教育公平观的发展…… 13
（四）个别化教学理论的发展…… 14
第二章 芬兰高中不分年级制的课程设置…… 16
一、芬兰高中课程制定的基本要求与基本价值 …… 16
（一）课程制定的基本要求…… 16
（二）课程制定的基本价值…… 16
二、课程框架的基本内容 …… 17
（一）国家核心框架的基本内容…… 17
（二）学校课程框架的基本内容…… 17
三、课程的具体内容和结构 …… 17
（一）课程的教育目标…… 18
（二）课程的内容和结构…… 19
第三章 芬兰高中不分年级制下教学方式和配套措施…… 22
一、不分年级制的学习方式 …… 22
（一）对学习概念的界定…… 22
（二）学生自主选课制度…… 22
（三）学习方法和环境…… 23
二、不分年级制的教学方式 …… 23
（一）教学的空间和时间组织…… 23
（二）教学的方法和材料的使用…… 24
三、芬兰高中不分年级制实施的配套措施 …… 25
（一）弹性学制的设置…… 25
（二）学生管理与咨询制度的建立…… 25
（三）多样化学程的开设…… 27
（四）家校合作和对学生的特殊支持…… 27
第四章 芬兰高中不分年级制的评价机制…… 27
一、评价目标 …… 28
二、学校内部评价 …… 28
三、学校外部评价 …… 32
第五章 芬兰高中不分年级制的特色和问题…… 36
一、芬兰高中不分年级制的特色 …… 36
（一）以模块为基础的学习…… 36
（二）重视学生自主性和个性化…… 36
（三）课程评价更具灵活性和合理性…… 36
（四）取消了学期而代之以学段和灵活的弹性学制…… 37
（五）学校之间的合作加强，资源共享，优化资源利用…… 37
二、芬兰高中不分年级制存在的问题 …… 37
（一）学生的成熟度是否能适应自主规划学习…… 38
（二）资金和时间的耗费增大…… 38
（三）对于全国高中结业考试的争议…… 39
结 语…… 40
参考文献…… 41
