芬蘭國家基本教育核心課程目標在於使學生了解真實現象，亦即真實世界無法僅以單一主題課程即能充分學習，其目的在於運用功能性方法以擴展學生世界經驗，強化學習動機並使其更具意義。故為聚焦及明確凸顯問題分析重點，本文藉由文獻分析及文件分析法分別就芬蘭國家基本教育核心課程發展內涵、國家基本教育核心課程重要變革─現象為本學習、支持現象為本學習之研究為本師資培育予以探討，進而提出芬蘭核心課程變革四項關鍵成功因素：一、芬蘭教育目標定位明確且持之以恆；二、芬蘭研究為本師資支持跨領域現象教學法課程變革；三、芬蘭特殊需求教育支持學習低成就學生；四、奠基於社會資本之課程變革及教學領導。除上述關鍵成功因素外，更應融入臺灣的社會文化發展脈絡，發展符合臺灣國情之課程發展教育政策，期在既有優良之基礎下，發展創新的教育策略，晉升先進國家之林。

Based on the viewpoint that real-world issues cannot be adequately studied with subject-based curriculum alone, the goal of national core curriculum is to encourage students to explore realworld phenomena. Its purpose is to use functional methods to expand students’ life and world experience, to strengthen learning motivation, and make learning more meaningful. Through literature analysis and document analysis, this paper highlights the analysis of a number of issues focused on the contents and important changes of the National Core Curriculum for Basic Education in Finland, namely, phenomenon-based learning, and its’ corresponding researchbased teacher education. Four key success factors for the national core curriculum reform are offered: (a) Finnish educational goals are clear and carried out perseveringly, (b) Research– Based Teacher Education supports phenomenon-based learning, (c) Finnish special needs education supports the learning of low achievement students, and (d) Curriculum reform and teaching leadership build on social capital. It is suggested that in the development of curriculum reform and educational policies in Taiwan, one should consider the social and cultural contexts and local needs, as well as the above key success factors. In addition to what has been achieved already in Taiwan, hopefully this will help the development of innovative educational strategies and lead to higher internationally recognized status.