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芬兰基础教育阶段课后服务改革实践及启示——以“综合学校日”项目为例

Practical Exploration and Enlightenment of After-School Service Reform in Finnish Primary Education — Take the Integrated School Day Project as Example

教育研讨 / 2024,6(3)：755-761 / 2024-07-09 274 395

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• 作者： 吴晓雨     
• 单位：

  福建师范大学，福州

• 关键词： 芬兰；课后服务；综合学校日
• Finland; After-school services; Integrated School Day
• 摘要： 为解决“三点半”这一社会问题，并配合“双减”政策的落实，我国要求公立学校为学生提供课后服务。芬兰的课后服务致力于解决儿童放学后无人看管的问题，其取得的成效值得学习与借鉴。芬兰进行的“综合学校日”项目，对学校日的结构进行了改革，增设了课前或课后活动以及兴趣俱乐部。经过三年的实践，该项目对儿童的幸福感、个性发展等方面均产生了积极影响。同时，该项目影响了芬兰的《基础教育法》，推动了芬兰课后服务的发展。本文以芬兰“综合学校日”项目为研究对象，分析其特点、成效，并得出可运用于我国课后服务发展的经验启示。
• In order to solve the social problem of unattended students after school and cooperate with the policy of easing the burden of excessive homework and off-campus tutoring for students undergoing compulsory education, the public schools are required to provide after-school services for students. Finland’s after-school service is committed to solving these problems, and its results are worth learning. The “Integrated School Day” project in Finland has reformed the structure of the school day, adding morning before school hours or the afternoon after school hours activities and hobby-clubs. After three years of practice, the project has had a positive impact on children’s happiness and personality development. At the same time, the project has influenced the Finnish Basic Education Act and promoted the development of after-school services in Finland. Taking the project of “Integrated School Day” in Finland as the research object, this paper analyzes its characteristics and effects, and draws some experience enlightenment which can be applied to the development of after-school service in our country.
• DOI： https://doi.org/10.35534/es.0603100
• 引用： 吴晓雨．芬兰基础教育阶段课后服务改革实践及启示——以“综合学校日”项目为例［J］．教育研讨，2024，6（3）：755-761．