Officials of Finnish educational institutions have said: "Our teachers are all the same!" This thorough respect and trust for the teacher couldn't help but move Kong to tears. Pen & Fun & Pavilion www.biquge.info Chinese teachers are ranked, performed, titled, and evaluated in the first semester of each academic year, and they have never felt respected and trusted.

Finland's success in doing nothing has caused countries from all over the world to visit one after another, so much so that Finnish educational institutions are overwhelmed, including Western European countries such as Germany, Austria, France, the United Kingdom, Spain, Italy, the Netherlands, Switzerland, and even Iceland, Denmark, Norway, and the United States on the other side of the Atlantic, etc., have sent countless visiting delegations to Finland to "learn from experience", not to mention delegations from Asia, such as Japan, South Korea, Malaysia, etc.

It seems that regardless of east, west, north, south, race, or color, everyone is anxious to know how Finland does it!?

It is no fluke that Finland's educational achievements have always been held high by the OECD.

Everyone began to calmly ponder, at what age do 15-year-old middle school students need to "lay the foundation" in order to achieve good test and assessment results? Without continuous good education, long-term and benign enlightenment and cultivation of teachers, how can it be possible to have such outstanding performance overnight?

At the end of February 2008, a reporter from the Wall Street Journal wrote an article titled "What Makes Finnish Children So Smart?" In the report, the evaluation of Finnish middle school students was very praised, so that the American media and education scholars, who have always been very conceited about education, also tried to find out why Finnish education is so balanced.

It's just that when all the inspectors who came to Finland found that there were no so-called "gifted classes" in Finland (similar to the fast and experimental classes on the mainland), children were only enrolled when they were seven years old, the school had no uniforms, no inspectors, no elite training, few exams, no rankings, no performance appraisals, etc., they broke their original views one by one and made them even more curious.

In fact, in Finland, adolescent students, from the sixth grade of primary school, girls begin to wear light makeup, mascara or highlight hair, all teenagers should have the youthfulness and self, Finnish children have. However, the teacher let it develop naturally, and no one deliberately forbade or controlled it, but encouraged the children to behave generously and maturely.

Finnish children love to watch many American movies, TV series, popular songs, and popular clothing, video games, the Internet, email, etc., all of which are young and up-to-date with the latest trends in the world.

However, the various anxieties and competitions that exist in the education systems and teachers and students of all countries in the world are all based on the most fundamental humanized thinking in Finland, and the basic concept of naturalness, non-haste, and non-contention runs through the entire basic education. In Finnish education, schools and schools will not engage in unnecessary "competitions" and "rankings", students and students, teachers and teachers, let alone unfair competitions from the original starting point; All assessments and examinations are designed to let students know where to improve themselves, to provide a foundation for future growth and space for learning ability improvement, and never to frustrate the morale of students and teachers, and to become a tool to ridicule others for lagging behind and not growing.

In the report, the OECD official in Paris, Mr. Schleiser, was quoted as saying: "Education in most countries is like a car factory; But in Finland, the teacher is like a real entrepreneur. "And now education is like mass manufacturing in a factory.

Another of the most valuable aspects of Finnish education is that it is not compared or graded as much as possible, and is the same for both students and teachers. In the school, there is no unnecessary evaluation and grading for teachers, no assessment of teachers, no inspectors, and no evaluation reports.

The officials of the educational institution replied: "Our teachers, all the same!" “

The so-called teacher is as good as he or she is, and he has a complete teaching ability training in his cultivation education. Teachers in the Finnish basic education system not only have a master's degree, but also develop multi-faceted competencies in research, teaching and thinking in their field of education. They believe that grading and grading will cause unnecessary influence, distortion and competition, and lose the essence and meaning of encouraging teachers to enrich themselves and further study. Moreover, every class and every child is different, and since teachers cannot choose students, they do not need to highlight their "teaching results", and how can the results be evaluated concretely? Finns also ask rhetorically: "Excuse me, what's the point of judging teachers?" “

This kind of reverse thinking is indeed from the perspective of Finland's emphasis on honest, equal, and high-quality education teacher training. Because if you really want to pull all the teachers to compare, it is really "unfair" that even the starting point is different!

Dr. Eija Valanne, Rector of the Experimental School of the Faculty of Education of the University of Lapland, said, "I don't have to worry about the teachers, and if they have any problems with their teaching, they will always respond to me." If we take care of the teacher, who wouldn't do all the superficial work? Whatever data you want, people will give you. As soon as you come, they will make a standard appearance for you. But does that make sense? Is it good for students? Does it help with overall educational progress? ”

When the organ in charge of education administration does not make unfair evaluations of the starting point, but gives the principals, teachers, and students involved in education the same opportunities and motivation for learning and growth, and sets their own teaching goals and hopes to achieve the results in accordance with the national education core curriculum outline, which is more in line with the balanced value of human nature.

This idea is really Finnish, and the Asian society and even the American education system are quite impressed with Finland's performance and basic philosophy. It also provides a different Nordic mode of thinking for a society that is accustomed to demanding excellence in character and learning and being the first in the world.

When the whole society is "comparing" from childhood to adulthood, from academic performance, work performance, workplace achievements, etc., regardless of whether resources and personnel allocation are different, everyone mixes together to compare results and evaluate, what is lost is no longer only the goodness and mutual assistance of people's hearts, but also makes long-term social development tend to narrow utilitarian and vicious competition. At first glance, what appears to be a fair performance assessment system is actually unfair. And the Finnish idea is that the resources, the objects, the starting point are all different, so why compare? How to compare? Putting down the unfairness of the starting point and the inequality of the evaluation system, human dignity and self-practice will naturally emerge!

However, is there no way to evaluate the teaching performance and fitness of Finnish teachers? Yes, of course!

Teachers will discuss with the principal several times a year, not only to set the teaching goals and teaching methods for the whole year, but also to plan how to achieve the next stage or next year's teaching plan, summarize what was the most satisfactory teaching achievement in the last year, and why did they be satisfied or dissatisfied? The principal and the teacher evaluate each person according to their different conditions and circumstances, which is a kind of encouragement for self-expectations. Teachers have ideas and plans for the present and future from the actual teaching situation, coupled with the discussion methods of reviewing past teaching, so that teachers can find the true meaning of career planning, and find the motivation for self-growth and encouragement.

Every once in a while, teachers will receive different opinions and satisfaction data, which allow teachers to have a comprehensive understanding and reflection on the reactions of the school, parents, students, etc., and also know what kind of effect and response their teaching methods and content will cause. Instead of using a single "first class" and "second class" to play performance appraisals, or performance appraisals distributed according to the proportion of the number of people, there are rookies who are always regarded as victims, or unlucky ghosts who always take the turn to be at the bottom of the performance appraisal.

Clearly, the Finnish system has a similar approach to the way teachers are evaluated and children are evaluated. Our mode of evaluating children is the examination and score system, and the evaluation of teachers is also performance-oriented; In the end, there are always teachers and students who do anything for the sake of grades and assessments, distorting how many teachers and children who were originally enthusiastic, idealistic, and ambitious about this work and learning.

The evaluation system of government officials at all levels is the same as that of self-affirmation and self-setting of goals and standards. It highlights the score-first evaluation method that advertises being measured from the starting point, and it is really inadvertently taking the same ruler to measure each different child, teacher and person.

A journalist's interview with two senior Finnish educators:

"What would happen if the education system evaluated and evaluated teachers?"

"We can assure you that the teachers in Finland will go on strike! Everyone's gone! The two senior educators with gray hair in a bun were so categorical, shaking their heads and saying out loud coolly.

"Really? Why? “

"If a social system does not have the most basic trust in its own teachers, then what kind of education is there?" They spoke in unison.

Then the two professors recounted one after another that when they were teaching, all they thought about was how to treat students well and how to teach what was most beneficial to students, and they never wanted students or their own teaching results to be the first, and they never thought about "fighting for the first" and "grabbing the first".

"All we do is to teach what we know as best we can; It's all about the students, that's all. They said this calmly.

"Then when the international results came out and Finland became a sensation all over the world, what did you think at the time?"

"To tell you the truth, we were shocked!"

"Because, we never implemented the concept of education in this way in order to be the first."

"For decades, we've been simply hoping to get things done!" They were a little embarrassed to say.

Focus on the process over the result, in fact, this is very Finnish. Most Finns believe that if the process is solid and good, the result will not be much worse! Because the norms and systems of the process, which can be designed and implemented for a long time, are far more important and meaningful to everyone's life and the whole society than blindly chasing short-term results or only seeking the first.