芬蘭於2016年實施以現象本位教與學為核心的課程改革，再次成為世界各國關注的焦點。此次課程改革旨在培養學生互動和自我表達、多元識讀、參與及建構永續生活等未來社會公民所需能力，與臺灣十二年國民基本教育理念相契合，故芬蘭如何運用現象本位教學法達成改革目標的經驗，或有值得臺灣參考與借鑑之處。本研究透過文件分析法、三所個案學校教學觀察及與校長開放式訪談，深入剖析芬蘭新課程改革背景、現象本位教學概念與理論基礎、教學實踐現況、特色與挑戰，並以芬蘭實施經驗為借鏡與鑑戒，提出對臺灣課程與教學改革的啟示，包括鼓勵教師發展以整體現象為學習目標之統整課程、教師在新教學取向中宜發揮引導與啟發的功能與角色、增進教師對現象本位教學的認識及實踐能力、提供教師因地制宜進行現象本位教學的彈性空間、發展現象本位教學成效評量工具、宜持續觀察及探究芬蘭與我國課程改革成效，做為兩國反思與鑑戒之參照。

In 2016, Finland has launched the new curriculum reform based on phenomenonbased teaching and learning (PhBTL) and become the focus of worldwide attention. This reform emphasizes on cultivating students’ transversal competencies, like interaction and self-expression, multiliteracy, and participation, involvement and building a sustainable future that are essential for being a citizen in future society. Such goal is close to the curriculum vision of the 12-year compulsory education in Taiwan. How the PhBTL contributes to the goal achievement could be instructive for Taiwanese curriculum reform. To that end, the study conducted document analyses, field observations and interviews with principals from three schools in Finland to explore the ideas, practices, and challenges of PhBTL. A comprehensive analysis was provided along with a discussion of what they might mean for curriculum and instruction reform in Taiwan. The main implications are: 1. encouraging teachers to develop integrated curriculum with the model that views phenomenon as learning objectives; 2. teachers should play a mentor role to guide and inspire learners in new teaching approach; 3. enhancing teachers’ understanding and practical ability in regard to the phenomenon-based teaching and learning; 4. national curriculum should be flexible for teachers to meet local needs; 5. developing assessment tools for PhBTL; 6. keeping research on the curriculum reform in Finland and Taiwan and generating implications for both sides.