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。

Furthermore, 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 complicated 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. This 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.