首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 31 毫秒
1.
Where does Finnish science education come from? Where will it go? The following outside view reflects on relations, which Finns consider ??normal?? (and thus unrecognizable in introspection) in science education. But what is ??normal?? in Finnish culture cannot be considered ??normal?? for science education in other cultures, for example in Germany. The following article will trace the central ideas, which had a larger influence in the development of this difference. The question is, if and why the Finnish uniqueness in the philosophy of science education is empirically important. This puts Finnish science education into the perspective of a more general epistemological debate around Ernst Mach??s Erkenntnistheorie (a German term similar to the meaning of history and philosophy of science, though more general; literally translated ??cognition/knowledge theory??). From this perspective, an outlook will be given on open questions within the epistemology of Finnish science education. Following such questions could lead to the adaptation of the ??successful?? ideas in Finnish science education (indicated by empirical studies, such as the OECD PISA study) as well as the further development of the central ideas of Finnish science education.  相似文献   

2.
Abstract

The Canadian Children's Environmental Response Inventory (CERI) was translated and administered to a group of Finnish schoolchildren aged between 10 and 15 years. The Directing Traits Test (DTT), which was developed in Finland, was given at the same time. Similar factors on the CERI and the DTT correlated positively and significantly. The Finnish results from the CERI test confirmed the age and sex distribution that was previously noted in Canada.  相似文献   

3.
The article analyzes the construction of national reactions to a transnational higher education policy from the point of view of the representation of social actors in policy documents. The data are provided by the so-called Bologna Process, particularly the development of comparable quality assurance systems, and Finnish responses to those demands. Who is represented as active and who as passive, as European policies are discursively translated into national policies? How are those ‘quality actors’ represented in the policy documents directed at a transnational audience (i.e. the Bologna Process communiqués, as well as national reports on its advancement) as opposed to documents directed at a national, in this case Finnish, audience (i.e. national policy formation documents)? What kinds of policy fields emerge as a result of different representations of actors? This article takes the Bologna Process as an example of the ‘glocalisation’ of higher education policy.  相似文献   

4.
Fashion is easily understood as something to do with style and consumption. However, the concept of fashion can also be applied when organisations and the change in them is analysed and explained. Universities and their departments adopt different kinds of policy fashions. This article approaches management by results and evaluation in the Finnish context as fashions and success stories which universities and their departments have either accepted or rejected. Fashions and reactions to them have created new practices and cultures, and simultaneously either displaced the old practices or taken their place with them. Fashions are further translated into local action at universities and their departments.  相似文献   

5.
We examined the longitudinal predictors of nonword decoding, reading fluency, and spelling in three languages that vary in orthographic depth: Finnish, Greek, and English. Eighty-two English-speaking, 70 Greek, and 88 Finnish children were followed from the age of 5.5 years old until Grade 2. Prior to any reading instruction, they were administered measures of phonological awareness, letter knowledge, and rapid naming speed. In Grade 2, they were administered measures of nonword decoding, text-reading fluency, and spelling. The results showed that the model for nonword decoding in Greek was similar to that of Finnish (both have consistent grapheme-to-phoneme mappings) while the model for spelling in Greek was similar to that of English (both have some inconsistent phoneme-to-grapheme mappings). In addition, the models for nonword decoding and spelling in Finnish were similar, because Finnish is consistent in both directions. Letter knowledge dominated the prediction in each language. The predictable role of orthographic consistency on literacy acquisition is discussed.  相似文献   

6.
The Finnish education system has received worldwide attention due to the top academic performance of Finnish school students. Physical education, as an integral part of the Finnish education curriculum, potentially contributes to the overall success. The purpose of this article is to summarize Finnish physical education reform during the past decades and to review and critique recent literature that has examined the effectiveness of Finnish physical education programs. This review concludes that physical education has a solid foundation in Finnish schools and that it enjoys strong support in Finnish society. Although physical education contact time has diminished across four decades, the current basic education reform has begun to allocate more time and funding for elementary and middle school physical education. The literature review, however, revealed limited evidence on the effectiveness of physical education programs. In the future, robust studies are needed to provide evidence of the effectiveness of physical education. It is likely that with rigorous research evidence, the current efforts to allocate more time for physical education should be more easily justified and supported.  相似文献   

7.
In Finnish historiography, received wisdom about increasing German influence in the universities throughout the nineteenth century and the first half of the twentieth century prevails. However, along with the German neo-humanistic model, universities in Sweden and, particularly, Russia also played an important role in reforming the Finnish higher education system. Broadly speaking, medical education at the University of Helsinki followed general European developments, in which German universities indeed often took the lead. These developments included: (1) the increasing need to concentrate education for all the medical professions at the universities; (2) the gradual replacement of clinical education by research training; and (3) increasing specialisation. This article will show, however, firstly that in all these respects, Finnish scholars took inspiration from further afield than just Germany, and secondly, that characteristics which were taken from foreign models were always adapted to the needs of the indigenous society – creating a distinctive Finnish model of medical training. The Finnish example will make clear the extent to which a scientifically based practice such as medicine is far from universal, but rather is subject to local cultural influences, and how educational practices are bound up with the political and cultural relationships within a geographical region. The starting point for this analysis of the specificity of medical education at the University of Helsinki is a series of two essays published in 1922.  相似文献   

8.
In the current paper, we present an analysis of a case study in which we have followed Swedish primary teachers who voluntarily began using translated Finnish curriculum materials, i.e. a textbook and teacher guide, in order to reform their mathematics teaching. The multifaceted data, consisting of questionnaires, interviews, protocols from collegial meetings and classroom observations, were gathered during the period 2010–2014. The analysis of the interplay within this cross-cultural setting reveals the special characteristics and the challenges existing in practice. Both the experienced and inexperienced teachers offloaded a great deal of their agency to the materials in order to become familiar with the ideas they mediated. Yet, the lack of a clear rationale behind the organization of the materials, as well as the suggested activities connected to taken-for-granted features of the Finnish teaching tradition, made fruitful interaction problematic. The changes teachers made in their classroom practice were tightly connected to the support offered in the materials, without which the teachers abandoned their new classroom patterns. Based on the results of this study, we suggest a number of general aspects that we regard as important to consider when implementing curriculum materials developed within another cultural-educational context.  相似文献   

9.
Finnish students’ success on all three content domains of each of the four cycles of the OECD’s Programme for International Student Assessment (PISA) has created much international interest. It has also prompted Finnish academics to offer systemic explanations typically linked to the structural qualities of Finnish schooling and teacher education. Less well-known has been the modest mathematics performance of Finnish grade 8 students on the two Trends in International Mathematics and Science Study (TIMSS) in which Finland has participated, which, when compared with its PISA successes, has created something of an enigma. In this paper, we attempt to shed light on this enigma through analyses of Finnish mathematics classroom practice that draw on two extant data sets—interviews with Finnish teacher educators and video-recordings of sequences of lessons taught on standard topics. Due to the international interest in Finnish PISA success, the analyses focus primarily on the resonance between classroom practice and the mathematical literacy component of the PISA assessment framework. The analyses indicate that Finnish mathematics didactics are more likely to explain the modest TIMSS achievements than PISA successes and allude to several factors thought to be unique to the Finns, which, unrelated to mathematics teaching practices, may be contributory to the repeated Finnish PISA successes. Some implications for policy-borrowing are discussed.  相似文献   

10.
Focusing on the situation of Åbo Akademi University, a Swedish-language higher education institution in bilingual Finland, this article discusses the problems of operating higher education institutions in two or three languages in a country in which 11 percent of the population are Swedish speakers and 89 percent are Finnish speakers, with many who are bilingual. Finland has two monolingual Swedish-language universities plus a monolingual School attached to the bilingual University of Helsinki. In addition to the latter, five other institutions, four of them highly specialized, are bilingual. The remaining institutions are monolingual, operating in Finnish. Most of the Finnish higher education institutions are increasingly offering programmes in English. Institutions offering courses in Swedish co-operate among themselves in the provision of full course programmes. The three universities in Turku, where Åbo Akademi University is located, co-operate in offering joint programmes requiring students to work in Swedish, Finnish, and English. Although multilingualism works well in Finland with a minimum of friction, the author concludes that a monolingual university, if affordable, is the best safeguard for minority linguistic rights.  相似文献   

11.
This paper discusses strategic instruments that are used to enhance the competitiveness of Finnish universities in the context of globalisation, internationalisation and commercialisation of research and education. The Finnish higher education system is currently undergoing a major policy reform, which aims to enhance the competitiveness of Finnish universities through structural development. This article focuses specifically on three themes of structural development: institutional cooperation and mergers between universities; stratification and differentiation; and changes in governance and leadership. Three ongoing projects are used as illustrations.  相似文献   

12.
In this article we attempt to analyse how OECD knowledge production is integrated with the process in which Finnish education policy takes shape. This is done by analysing the uses of the OECD PISA Study by Finnish central government officials. The main question posed is: How do these officials interpret the PISA results so as to justify the decisions made in Finnish education policy in the past or to point out new areas of development concerning basic education? The analysis shows that the interpretations of the PISA results tend to favour those responsible for actions within the central government. In the texts analysed, the scientificity of the PISA programme is presented as beyond question, while the direct usefulness of the research results for the further development of national education is also proclaimed. As to the specific results of PISA, the excellent learning outcomes of Finnish students are claimed to be due to educational reforms conducted and decisions made by the central government, whereas shortcomings and areas in which the officials see a need for improvement are argued to be dependent on the actions of other agents. Thus, the analysis shows that the conclusions drawn from the PISA results in texts representing the views of central government are biased and serve to justify its policy agenda.  相似文献   

13.
电影片名的美学特征与翻译   总被引：1，自引：0，他引：1  
电影片名的美学特征.在翻译电影片名时应使译名具有音韵美、意境美、通俗美和新颖美等美学特征.  相似文献   

14.
杨阳 《海外英语》2011,(8):394-395
The Finnish language is a member of the Finno-Ugrian language family, which is a part of the Uralian languages. Finnish is mainly spoken by five million people. Finnish language is a unique language compared to other European language. It has fifteen different cases, and the inflections occur to many aspects of Finnish grammar. And the free word order is also one of features of Finnish language. The essay focuses on the characteristics of Finnish language in the perspective of inflections and word order.  相似文献   

15.
翻译文学是一种特殊的文学类型,对它的研究应该立足于其自身普遍的、本质的特征,然而目前人们对翻译文学特征的论述明显不够,甚至往往把它和文学翻译的本质特征混为一谈。本文引入"杂合"概念,论述了杂合性是翻译文学普遍的、本质的特征,是文学翻译具有跨语言、文化"再创作"性的必然结果。杂合性彰显了翻译文学研究不同于一般的文学研究,它本质上是跨文化交流语境中的语言、文学、文化译介研究。杂合性是翻译文学研究的理论基础,对进一步建构翻译文学研究体系具有非常重要的意义。  相似文献   

16.
The purpose of this research was to study the content of the work of two special education professions in Sweden, special teachers and special pedagogues. In addition, we compare their work to the work of Finnish special teachers. The Swedish participants were 74 special educators: 27 special teachers and 47 special pedagogues. The Finnish data were from an earlier study, involving 133 special teachers. Participants in both countries were approached via a questionnaire. The results show that Swedish special pedagogues do more consultative work and Swedish special teachers more direct work with pupils. However, there is plenty of overlap in the work profiles of Swedish special pedagogues and special teachers. Most of the work content is in line with the Finnish findings, except that Finnish special teachers had a minor consultative role. It seems that the work duties across the two professions, special pedagogues and special teachers, are somewhat similar. Their ways of working in practice are discussed.  相似文献   

17.
Finland is a bilingual country with 2 national languages, Finnish and Swedish. The Swedish-speaking school institution aims to protect the minority language by maintaining a monolingual school space. In this article, the construction of linguistic and ethnic difference in educational discourse and practice related to the national languages in Finland is analyzed by using discourse analysis, feminist and post-structural theories. By analyzing ethnographic data and public debate, we argue that discursive and material practices related to spatiality have a significant role in constructing difference and otherness in the Finnish school context. Essentialist categories are produced but also contested from the positions within the cultural spaces at school and in society at large.  相似文献   

18.
This study illustrates the differences between Finnish and British graduates in the higher education-to-work transition and related market mechanisms in the year 2000. Specifically, the differences between the Finnish and British students' academic careers and ability to find employment after graduation were evaluated in relation to the Finnish HE policy that hastens the entry of new graduates into the labour market. The Finnish HE system is representative of a system that operates in an occupation-specific and relatively strictly-regulated labour market context, whereas the labour market context for the British HE system is essentially the most liberal in Europe. The results of the study suggest that it is not the length of the first degree programmes per se that determines the throughput of the HE sector, but the relative emphasis placed on the opportunity structures pertaining to HE participation and on career mobility in the labour market.  相似文献   

19.
The last decades have offered social scientists an abundance of material for studies of governmental reform policy in the area of higher education. Reforms of educational politics have been legion in great parts of the world, probably in a particulary high degree in Europe. My purpose is to describe Finnish higher education policy during the last two decades in the four policy areas of (1) quantitative planning and regionalization, (2) social recruitment, (3) governance, and (4) teaching and studies as compared to the development of Western Europe. In the second part of this paper the implementation of the Finnish higher education reforms is analyzed. The third part analyzes the development of the Finnish higher education system and focuses on the various alternatives not chosen by the government. In the final part I discuss the recent trends in Finnish higher education in respect to consistency and change.  相似文献   

20.
This paper performs multivariate analysis of skill differences in four Nordic countries as assessed by the Organisation for Economic Co-operation and Development’s Programme for the International Assessment of Adult Competencies survey of adults aged 16–65. The differences in average skills between Finland and each of the three Scandinavian countries are decomposed into a component that is due to different skill levels in subgroups of the population and a component that is due to differences in the composition of subgroups. The decompositions show that the high Finnish average skill level compared to the three Scandinavian countries can be attributed to the low share of immigrants in Finland and to high scores among Finns with high school and less than high school education. The Finnish average score is pulled substantially downwards as a consequence of the low numeracy skill level among older Finns, which is consistent with an increase in the quantity or quality of Finnish education over time, relative to the other three Nordic countries.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号