Finnish Primary And Secondary Individualized Education Research

Finland, which lies in the north of Europe, is a country full of forests and lakes. Finland has a very small area of only over 300,000 sq. kilometers. But Finland, which is seldom mentioned in our country's educational field, has made tremendous transformation in its education as well as the rapidly developing economy, science and technology. The author has been very interested in Finland's education for its educational practices and experiences are new and fresh to us.These years, Finland's education of elementary school and high school has been on a high level. Finland's students of elementary and high schools possess a high level in reading, science and mathematics, etc. by some international evaluations. Jorma Ollila, CEO of Nokia, says Nokia's headquarter would not be settled in Finland without the compulsory education for years and the implementation of "Non-Graded System" in high school. Finland's education has been an important force for the support of Finland's science and technology and economic development.This article expatiates on Finland's education full of individuation in the elementary and high schools. The first part introduces the educational status in Finland in general, in which some research is emphasized on Finland's education of elementary and high schools. The basic education in our country is from elementary schools through high schools. While in Finland the basic education includes only elementary and high schools. The education of high schools is a separate part.The second part of this article does some classified research on Finland's individuation education of elementary and high schools. In this part, individuation education is illustrated simply, and the aims of individuation education in Finland are introduced, on the base of which the curricula traits of individuation in Finland's education and the "No-Graded System" in high school are analyzed. The "No-Graded System" is the important part of Finland's educational reform. Meanwhile, the manner of evaluation to the individuation of Finland's elementary and high schools is also analyzed simply.The third part introduces some specific cases of individuation in Finland. In the forth part, the author reflects on Finland's educational innovation and gives some advices on how our country can use the good side of Finland's education for reference to promote the progress of our country's education of elementary and high school and to innovate the curricula reasonably.