Essay代写：Successful education in Finland－r51due

下面为大家整理一篇优秀的essay代写范文- Successful education in Finland，供大家参考学习，这篇论文讨论了芬兰成功的教育。芬兰在教育改革的过程中，坚持见贤思齐，学习和借鉴他国教育改革成功的经验，但又不照搬照抄，而是依据自身国度的文化传统，选择了一条与世界各国教育改革运动完全不同的道路，并最终取得了成功。芬兰这种与国际主流教育改革趋势明显不同，但又取得了巨大成功的教育改革道路，被称为“芬兰道路”。在“芬兰道路”中，教师仰赖经验、证据与专业知识，自行设计各种高标准的学习目标，并且努力追求这些目标。

Because of its excellent performance in various international educational measurement and evaluation, Finnish education has become the focus of the world. So how did Finland do it? What makes Finland's education path different?

Since the 1980s, there have been at least five different trends in education policy and reform in the global education reform movement.

Education policy makers develop standardized, detailed and ambitious curriculum syllabuses at the national level, embed standards into the educational lives of students and teachers, and frequently require students and teachers to be tested and evaluated. Standardized education promises good educational efficiency and quality, so it can be widely accepted in the field of politics and education and become the basic ideology of education reform. However, learning is a very personalized thing, and teaching is also the most personalized work of teachers. Too much insistence on grasping the standards may lead to the loss of the individuality of students and teachers.

Driven by a variety of international educational measurements and evaluations, the performance of reading, mathematics, and science subjects is the primary basis for judging the success of students, teachers, schools, and the education system as a whole. There is also the question of improving core subjects means weakening other subjects, but to what extent does the ability developed in core subjects reflect the ability of students to face the future world?

Education policy makers attribute the overburden of students' schoolwork to teachers' failure to teach in accordance with curriculum standards and excessive teaching content beyond curriculum standards. Therefore, teaching based on curriculum standards has become an important measure of education reform. The problem is that the curriculum standard only prescribes the bottom line of the course, which is the design with no ceiling and minimum guarantee. How to define the teaching "beyond the standard"?

Finland, the United States, Canada and other countries' educational reform experience and measures, will be used by other countries without discrimination; The educational achievements of other regions and schools in the mainland will be copied at the behest of the chief executive. Regardless of their own unique culture and traditions, the absorption of foreign experience will inevitably lead to the loss of the ability of schools and teachers to look at the past as a mirror and see the wise and wise. Such inheritance and reference are the two most important characteristics of education.

Frequently organize a variety of high risk education tests to judge the quality of education by the level of test scores, to determine the level of teachers' salary, to measure the level of students' learning ability. The learning environment under the high risk test can lead to several outcomes, including sinking education into risk aversion, boredom and fear, severely narrowing the meaning and content of education, sacrificing students' attention to social studies, art, sports and music, and affecting the development of overall personality.

In the process of education reform, Finland persisted in following the wisdom of the wise and learned from the successful experience of education reform in other countries. However, it did not copy the successful experience of education reform in other countries. Instead, it chose a completely different path from that of other countries in the world based on its own cultural tradition, and finally achieved success.

Compared with the five trends of the global education reform movement, Finland is different in the following aspects:

It does not advocate standardized education, but emphasizes tailored education and learning. Instead of setting clear curriculum standards, the state sets a clear and flexible national framework for school-based curricula, encouraging regions and schools to devise their own ways to achieve national education goals, and finding the best learning style for every child.

It not only pays attention to the study of core subjects, but also pays attention to the all-round development of personality, moral traits, creativity, knowledge and skills, and develops a profound, extensive and equal teaching style.

There are no uniform teaching requirements, encouraging schools and teachers to help find new teaching methods; Encourage the spirit of adventure and innovation in teaching and learning.

Respect the existing local education policies and focus on the coherence and consistency of the policies. Respect teachers' traditional values in teaching methods, and protect teachers' professional responsibilities and harmonious teacher-student relationship.

A culture of responsibility and trust has been built into the education system that values the professionalism of teachers and principals and believes they can make the best choices for their students. Schools are encouraged to actively construct a good learning environment and plan good educational content so as to guide students to achieve more learning objectives.

Finland's education reform path, which is obviously different from the international mainstream education reform trend but has achieved great success, is called the "Finnish road". It is a professional and democratic path, a path of improvement born from the bottom and helmed from the top. It provides all kinds of assistance and also CARES about the stresses on the side of the system. In the Finnish way, teachers rely on experience, evidence and expertise to design and pursue high standards of learning. The Finnish way has shown that creative curriculum, independent teachers, inspiring educational leadership and outstanding educational performance are inseparable.

Teachers are a key factor in Finland's educational success. The status of teachers in Finland is very high, and the training of teachers in Finland is extremely strict. Only about 10 percent of the students who apply to the university's teacher education program are accepted each year, which ensures the overall quality of students who enter the program. Primary school teachers need three years of undergraduate study and two years of master's study, while secondary school teachers need five years of professional study and one year of teacher training, and pass the teacher qualification examination, before applying for the post of high school teacher.

Finland a guiding ideology of teacher education is that the teacher as "based on the research of profession", strive to cultivate teachers' research ability, including the ability of subject teaching, students' ability of learning and life coaching, curriculum construction ability, ability of education evaluation, etc., to ensure that every teacher has a strong professional knowledge and teaching skills.

In education, a culture of trust means that the department of education has full trust in teachers. They believe that the teachers they hire are the best and that they can provide the best education for the next generation. Schools are responsible for students' learning, while the educational administration is responsible for schools. This has brought about great positive effects on teachers' teaching and students' learning.

In the Finnish road: what the world can learn from Finland's education reforms, salberg describes three paradoxes in Finnish education that are worth thinking about.

American teachers teach twice as many hours a week on average as their Finnish counterparts, but PISA results show that American students perform much worse than their Finnish counterparts. Not only are there fewer classes, Finnish students also spend less time on homework than in other countries. Data from a wide range of education measures show that there is no clear correlation between the length of time a teacher teaches and student performance.

Spending a lot of time on lectures inevitably reduces the teacher's time in other areas. In addition to teaching, Finnish teachers have many responsibilities, such as assessing student achievement and overall development, continuing to prepare and develop unique school curricula, participating in various programs related to student health or well-being, and assisting any student who needs additional help. In other words, while teachers in other countries are busy teaching, Finnish teachers are committed to improving the educational environment and participating in community operations.

In Finland, there is only one high-stakes test, the university entrance exam. The right to evaluate students is vested in schools and teachers throughout basic education. And in many grades, where grades are forbidden by law, only descriptive assessments and feedback are used, it is common for teachers to evaluate students' performance through daily classroom tests.

Holding standardized tests is not an absolute condition for improving the quality of education. If the cost of testing is too high, or if teachers and schools have to bear the stigma of poor educational outcomes, the corresponding problems will follow. When teachers are exposed to high-stakes tests, they must redesign their teaching methods to give higher priority to the subjects on which they are tested, turning education into a tool that squeezes students' brains and forces them to remember, rather than to understand.

In Finnish classrooms, classes are taught according to students' abilities, interests and ethnic characteristics, and assisted by teaching assistants. Equal access to education for all is the main policy principle of school reform in Finland.

Finns know that inequality can lead to social problems such as the prevalence of violent crime, lower trust in society, lower quality of life for children, and lower levels of education. Therefore, finns pay special attention to the balanced development of each school, and strive to promote educational equity in the aspects of student welfare policy, teacher training and professional promotion. By maintaining the egalitarian nature of society, Finland's education system remains the most egalitarian in the world.

In particular, Mr Sarberg argues that this is the age of instant success, but education requires a very different mindset. Education reform is a complex and slow process, and anyone who tries to speed it up will destroy it. In fact, all the achievements that affect the current education system in Finland are the results of education policies and education reform programs in the 1990s, rather than education reform programs in recent years.

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