Students in Finland won’t have to study subjects. Soon, their classrooms would resemble conferences where “topics” are discussed.
芬蘭學生將不再按學科學習。很快，學生們的課堂就會變得像開會一樣進行話題討論。

The education system is Finland is about to undergo a radical and fundamental change, despite enjoying the distinction of being one of the best in the world. The education department has decided to scrap the eons-old method of “teaching by subject.” Instead, the country will now involve the children to help them learn and question by evolving to “teaching by topic”, shared Liisa Pohjolainen, who is in charge of youth and adult education in Helsinki – the capital city at the forefront of the reform program, “This is going to be a big change in education in Finland that we’re just beginning.”
芬蘭的教育體制在全球首屈一指，然而這個體制卻將發(fā)生翻天覆地的變化。芬蘭國家教育局已經(jīng)決定廢棄“分科教學”這一亙古未變的教育方法。他們將會讓學生們通過“話題學習”的方式來學習和提問。負責赫爾辛基地區(qū)（教育體制改革一線城市）青年和成人教育的Liisa Pohjolainen表示：“這對芬蘭的教育來說是一個巨大的改變，而我們也只是剛剛邁出第一步”。

The education system, though appearing to be radical, is quite logical, explained Pasi Silander, the city’s development manager, “What we need now is a different kind of education to prepare people for working life. Young people use quite advanced computers. In the past the banks had lots of bank clerks totting up figures but now that has totally changed. We therefore have to make the changes in education that are necessary for industry and modern society.”
雖然這次教育體制改革似乎太過顛覆，但它的出現(xiàn)也在情理之中。城市發(fā)展主管Pasi Silander說：“當前芬蘭需要的是一種新的為人們工作生涯做準備的教育?，F(xiàn)在的年青一代使用的是先進的計算機。而在過去，銀行職員們完全靠雙手完成統(tǒng)計，然而這一現(xiàn)象在當今社會早已不復存在。因此我們需要在教育方面做一些改變，以適應當前企業(yè)和社會的需要”。

How does Finland plan to implement the method of teaching by topic? Evidently holistic vocational training and cumulative skill development take up precedence over “l(fā)essons.” Those in their late teens are already being engaged in what Finland refers to as “phenomenon teaching” – or teaching by topic. For example, “cafeteria services” lessons will include elements of finance, languages (to help serve foreign customers), writing skills and communication skills.
芬蘭如何實施這一全新的教育方法？很顯然，全方位的職業(yè)技能的積累要比“課程”優(yōu)先進入考慮范圍。年齡接近20歲的青少年已經(jīng)參加了“現(xiàn)象教學”——或者叫話題教學。例如，《自助餐廳服務》課會包含金融、語言（針對國外人士的服務）、寫作技能和溝通技巧的內(nèi)容。

Students will slowly be taught cross-subject topics which would have varying elements of multiple “subjects.” These elements will vary as per the “topic” or “skill” the student is learning. Apart from the same, students will move away from the traditional sitting and evaluation techniques as well.
學生會被逐漸教授跨學科話題，包含多種學科的的元素。這些元素根據(jù)學生學習的“話題”或“技能”不同而變化。除此之外，學生們不再坐在座位上，成績也不會通過傳統(tǒng)的方式進行評估。

Students will sit in smaller groups and work collectively to solve problems, all the while improving upon their communication skills. They won’t be made to sit in rows and asked questions individually to assess their progress. Instead, a group whose collaborative efforts bring out results faster will be promoted.
學生們將組成更小規(guī)模的小組通過集體合作解決問題，這樣學生的溝通能力就會隨之提升。他們不再按排坐在座位上，也不會通過逐個回答問題被評估。相反地，通過合作更快找到答案的小組會被晉升。

The education system needs a thorough overhaul, owing to the fact that traditional teaching techniques were based on primitive tools that were quite limited in availability and accessibility. With modern world being extensively connected, isn’t it time the students learn how to step ahead of mere fact-based learning that promotes memory expansion rather than mental development?
教育體制改革必須做到徹底，因為以前傳統(tǒng)的教育方式是建立在使用那種可用性和可及行都很低相對原始的工具的基礎上?，F(xiàn)代世界卻是充滿聯(lián)系的，這樣的情況不正說明如今是讓學生們邁出只是學習事實提高記憶力而不是智力開發(fā)的時代了嗎？

Vocabulary

eon：永世，極長時期

tot up：合計

overhaul：徹底檢查