真正的芬兰教训：教育超级大国的真实故事

Real Finnish Lessons

The true story of an education superpower

真正的芬兰教训：教育超级大国的真实故事

GABRIEL HELLER SAHLGREN

WITH A FOREWORD BY PROFESSOR JULIAN LE GRAND

THE AUTHOR作者

Gabriel Heller Sahlgren is research director at the Centre for the Study of Market Reform of Education (CMRE), an affiliated research fellow at the Research Institute of Industrial Economics in Stockholm, Sweden, and a PhD student at the London School of Economics. He is the author of numerous publications on issues relating to applied microeconomics, including Incentivising Excellence: School Choice and Education Quality (CMRE and IEA 2013)

Gabriel Heller Sahlgren是教育市场化改革研究中心（CMRE）研究主任、瑞典斯德哥尔摩工业经济研究所附属研究员、伦敦经济学院的博士研究生。他是许多应用微观经济学问题出版物的作者，包括激励卓越：择校与教育质量（CMRE与IEA 2013）

This monograph is the winner of the 2014 Charles Douglas-Home Memorial Trust Award, an annual prize established to promote the ideals of freedom and democracy. Support towards research for this report was given by the Institute for Policy Research.

这本专著是2014查尔斯道格拉斯家庭纪念信托奖的得主，该奖是为促进自由和民主的理想而设立的年度奖。政策研究所为本报告的研究提供了支持。

ISBN No. 978-1-910627-08-2

Centre for Policy Studies, April 2015（政策研究中心，2015年4月）

Printed by 4 Print, 138 Molesey Avenue, Surrey

SUMMARY

摘要

In the first international PISA league tables, published by the OECD in 2001, Finland achieved top positions in mathematical, reading, and scientific literacy. Since then, policy makers from around the world have tried to learn from its extraordinary and unexpected success. However, Finnish scores in all domains slipped in PISA 2009, and to an even greater degree in PISA 2012.

经合组织在2001公布的第一份国际PISA排行榜中，芬兰在数学、阅读和科学素养方面取得了最高的地位。从那时起，世界各地的决策者们就开始从它非凡的和意想不到的成功中学习。然而，芬兰在所有学科的得分在PISA 2009中下滑，在

PISA 2012有更大程度上的下滑。

Why did Finland achieve such success in PISA? The standard policy explanations for the country’s rise include its focus on equity, with the comprehensive school reform of the 1970s as the bedrock, and the absence of standardised tests, accountability, and market reforms. Other explanations highlight comparatively little school- and homework, and the country’s current teacher education system.

为什么芬兰在PISA中取得这么大的成功？该国崛起的标准政策解释包括：以公平为焦点，以20世纪70年代全面学校的改革为基础，标准化考试、问责制的缺乏和市场改革。其他解释强调了相对较少的学校和家庭作业，以及国家现行的教师教育制度。

Yet there is little hard evidence for any of the standard explanations –in fact, most research explicitly does not support them.

然而，对于任何的标准解释几乎没有确凿的证据——事实上，大多数研究明确地不支持它们。

Fu rthermore, a closer examination of Finland’s results over time reveals that its rise began well before most of the highlighted policies were able to take effect. For example, the lack of accountability and the high level of autonomy for schools and teachers are recent phenomena. Up until the 1990s, the Finnish education system was centralized and had little autonomy.

此外，随着时间的推移，对芬兰的结果进行更深入的调查表明，在大多数突出的政策能够生效之前，它的兴起就开始了。例如，学校和教师缺乏问责制和高度自治是最近的现象。直到20世纪90年代，芬兰的教育系统是中央集权的，没有多少自治权。

Finland’s com plicated and unique history appears to be an important explanation for its educational success, not least via the high social status and quality of teachers. This dates back to their distinctive role in the nation-building process, beginning in the 19th century, and is therefore unlikely to be caused by current policies.

芬兰复杂而独特的历史似乎是教育成功的重要原因，尤其是通过教师的社会地位和素质的提高。这可以追溯到从十九世纪开始，他们在国家建设过程中的独特作用，因此不太可能是由现行政策造成的。

Finland was also a comparatively “late developer” in terms of industrialisation, economic growth, rollout of mass education, and development of a welfare state. As a result, Finnish culture for long remained more traditional than in other Nordic countries, reflecting its similarities with high-performing East Asian nations. T his is likely to have underpinned the country’s improvements in international tests via a “wealth effect”, which first increases and later decreases educational performance as a function of income.

在工业化、经济增长、大众教育的普及和福利国家的发展方面，芬兰也是一个相对较晚的开发者。因此，芬兰文化长期以来比其他北欧国家更传统，反映出它与东亚国家的相似之处。这很可能是通过“财富效应”来巩固该国在国际测试方面的进步，这首先增加并之后降低教育绩效作为收入的函数。

In education, the special socio-economic and cultural trajectory meant that a hierarchical and traditional schooling climate remained largely in place until relatively recently. Perhaps most conspicuous, pupil-led teaching methods were for long absent from Finnish classrooms, despite admonishments from the educational establishment. Incidentally, an increasing body of research suggests that traditional methods are superior for raising pupil achievement.

在教育方面，特殊的社会经济和文化轨迹意味着分层和传统学校教育环境在很大程度上得以保持直到最近。也许最突出的是，尽管教育机构的警告，在芬兰的教室里长期缺少学生主导的教学方法。顺便说一句，越来越多的研究表明传统方法优于提高学生成绩。

The recent fall in performance may in part be explained by the fact that many of the above preconditions for success are now being eroded. The country’s culture is catching up with the radical economic transformation that took place in the second half of the 20th century. In particular, the traditional and teacher-centred educational culture is being replaced by more pupil-led ways of working.

芬兰最近的业绩下降在一定程度上可以解释为，许多以上成功的先决条件现在正在被削弱。该国的文化正在赶上二十世纪后半期发生的彻底的经济变革。特别是，传统和以教师为中心的教育文化正被更多以学生为主导的工作方式所取代。

While a degree of caution in seeking lessons from Finland’s success is always necessary, the in-depth analysis in this monograph shows that existing popular explanations for the country’s achievements, such as its lack of market reforms and accountability, do not withstand scrutiny. Instead, it suggests that the country’s rise was to a large extent shaped by socio-economic and historical factors, as well as the retention of a traditional educational culture.

而在从芬兰的成功中寻求教训在一定程度的谨慎是必须的，在这个专题中的深入分析表明，现有对该国家成就的流行解释，如市场改革和缺乏责任心，经受不起推敲。相反，它表明，该国的崛起在很大程度上是由社会经济和历史因素，以及传统教育文化的保留所决定的。