英語(yǔ)四級(jí)：英語(yǔ)新聞之芬蘭教育改革

　　【摘要】大學(xué)英語(yǔ)四六級(jí)考試作為一項(xiàng)全國(guó)性的教學(xué)考試由“國(guó)家教育部高教司”主辦，每年各舉行兩次。從2005年1月起，成績(jī)滿分為710分，凡考試成績(jī)?cè)?20分以上的考生，由國(guó)家教育部高教司委托“全國(guó)大學(xué)英語(yǔ)六級(jí)考試委員會(huì)”發(fā)給成績(jī)單。2007年1月起，六級(jí)考試不再接受非在校生報(bào)名。每年為了滿足廣大考生的需要，方便同學(xué)們積極備考，下面請(qǐng)同學(xué)們跟隨小編的整理，來(lái)看英語(yǔ)新聞之芬蘭教育改革，希望對(duì)同學(xué)們有所幫助。

　　芬蘭學(xué)生將不再按學(xué)科學(xué)習(xí)。很快，學(xué)生們的課堂就會(huì)變得像開(kāi)會(huì)一樣進(jìn)行話題討論。

　　The education system is Finland is about to undergo a radicaland fundamental change, despite enjoying the distinction ofbeing one of the best in the world. The education department has decided to scrap the eons-oldmethod of “teaching by subject.” Instead, the country will now involve the children to help themlearn and question by evolving to “teaching by topic”, shared Liisa Pohjolainen, who is in chargeof youth and adult education in Helsinki – the capital city at the forefront of the reform program, “This is going to be a big change in education in Finland that we’re just beginning.”

　　芬蘭的教育體制在全球首屈一指，然而這個(gè)體制卻將發(fā)生翻天覆地的變化。芬蘭國(guó)家教育局已經(jīng)決定廢棄“分科教學(xué)”這一亙古未變的教育方法。他們將會(huì)讓學(xué)生們通過(guò)“話題學(xué)習(xí)”的方式來(lái)學(xué)習(xí)和提問(wèn)。負(fù)責(zé)赫爾辛基地區(qū)(教育體制改革一線城市)青年和成人教育的Liisa Pohjolainen表示：“這對(duì)芬蘭的教育來(lái)說(shuō)是一個(gè)巨大的改變，而我們也只是剛剛邁出第一步”。

　　The education system, though appearing to be radical, is quite logical, explained Pasi Silander,the city’s development manager, “What we need now is a different kind of education to preparepeople for working life. Young people use quite advanced computers. In the past the banks hadlots of bank clerks totting up figures but now that has totally changed. We therefore have tomake the changes in education that are necessary for industry and modern society.”

　　雖然這次教育體制改革似乎太過(guò)顛覆，但它的出現(xiàn)也在情理之中。城市發(fā)展主管Pasi Silander說(shuō)：“當(dāng)前芬蘭需要的是一種新的為人們工作生涯做準(zhǔn)備的教育?，F(xiàn)在的年青一代使用的是先進(jìn)的計(jì)算機(jī)。而在過(guò)去，銀行職員們完全靠雙手完成統(tǒng)計(jì)，然而這一現(xiàn)象在當(dāng)今社會(huì)早已不復(fù)存在。因此我們需要在教育方面做一些改變，以適應(yīng)當(dāng)前企業(yè)和社會(huì)的需要”。

　　How does Finland plan to implement the method of teaching by topic? Evidently holisticvocational training and cumulative skill development take up precedence over “l(fā)essons.” Thosein their late teens are already being engaged in what Finland refers to as “phenomenon teaching” – or teaching by topic. For example, “cafeteria services” lessons will include elements of finance,languages (to help serve foreign customers), writing skills and communication skills.

　　芬蘭如何實(shí)施這一全新的教育方法?很顯然，全方位的職業(yè)技能的積累要比“課程”優(yōu)先進(jìn)入考慮范圍。年齡接近20歲的青少年已經(jīng)參加了“現(xiàn)象教學(xué)”——或者叫話題教學(xué)。例如，《自助餐廳服務(wù)》課會(huì)包含金融、語(yǔ)言(針對(duì)國(guó)外人士的服務(wù))、寫(xiě)作技能和溝通技巧的內(nèi)容。

　　Students will slowly be taught cross-subject topics which would have varying elements of multiple“subjects.” These elements will vary as per the “topic” or “skill” the student is learning. Apart fromthe same, students will move away from the traditional sitting and evaluation techniques as well.

　　學(xué)生會(huì)被逐漸教授跨學(xué)科話題，包含多種學(xué)科的的元素。這些元素根據(jù)學(xué)生學(xué)習(xí)的“話題”或“技能”不同而變化。除此之外，學(xué)生們不再坐在座位上，成績(jī)也不會(huì)通過(guò)傳統(tǒng)的方式進(jìn)行評(píng)估。

　　Students will sit in smaller groups and work collectively to solve problems, all the while improvingupon their communication skills. They won’t be made to sit in rows and asked questionsindividually to assess their progress. Instead, a group whose collaborative efforts bring out resultsfaster will be promoted.

　　學(xué)生們將組成更小規(guī)模的小組通過(guò)集體合作解決問(wèn)題，這樣學(xué)生的溝通能力就會(huì)隨之提升。他們不再按排坐在座位上，也不會(huì)通過(guò)逐個(gè)回答問(wèn)題被評(píng)估。相反地，通過(guò)合作更快找到答案的小組會(huì)被晉升。

　　The education system needs a thorough overhaul, owing to the fact that traditional teachingtechniques were based on primitive tools that were quite limited in availability and accessibility.With modern world being extensively connected, isn’t it time the students learn how to stepahead of mere fact-based learning that promotes memory expansion rather than mentaldevelopment?

　　教育體制改革必須做到徹底，因?yàn)橐郧皞鹘y(tǒng)的教育方式是建立在使用那種可用性和可及行都很低相對(duì)原始的工具的基礎(chǔ)上?，F(xiàn)代世界卻是充滿聯(lián)系的，這樣的情況不正說(shuō)明如今是讓學(xué)生們邁出只是學(xué)習(xí)事實(shí)提高記憶力而不是智力開(kāi)發(fā)的時(shí)代了嗎?