Implications of Finnish Phenomenological Teaching for Collective Teaching Activities in Chinese Preschools

Duan Yunhong

Shanxi Normal University

Abstract：

Finnish phenomenon-based teaching, designed to equip students for future societal complexity, cultivates seven transversal competencies, uses real-life phenomena as instructional content, prioritises student-driven collaborative inquiry, and employs diverse formative assessment methods. Currently, collective teaching activities in Chinese kindergartens face persistent problems: objectives are vague and utilitarian, content lacks authentic integration and remains detached from children's daily lives, implementation is teacher-dominated with passive child participation, and evaluation is narrow in form and delayed in feedback. This paper systematically analyses these issues and draws insights from the Finnish model: reconstructing objectives toward competency development, integrating content around real-world phenomena, transforming implementation to restore children's agency, and establishing continuous, multi-stakeholder assessment systems. These principles offer practical guidance for improving collective teaching in Chinese preschools.

Key Words：

finnish phenomenon-based teaching; kindergarten; collective teaching activities