The first is the educational concept of equality. "No child left behind" is the core value of Finnish education. Finland began to implement compulsory education in 192 1. 1968, the Finnish parliament put forward the slogan: "No matter where you are, you can receive the same quality education". The Basic Education Law was promulgated in 1998, stipulating that the purpose of education is to "promote social civilization and equality". There are more than 4,000 comprehensive schools with 600,000 primary and middle school students in China, with an average of less than 150 students in each school and a class size of no more than 20 students, which is a typical small class. When students have temporary learning difficulties, teachers will immediately put forward corrective plans and provide individual counseling, and the expenses will be borne by the government. They are opposed to any form of student "ranking". Parents never know their children's ranking in the class, and neither do teachers. In the eyes of teachers, all children are "good children". They do this in order to avoid artificially creating "poor students" and eventually becoming a social burden.

The second is the "comprehensive school" system. This is the institutional guarantee of the concept of equal education. Previously, Finland's basic education system consisted of primary schools, grammar schools and civic schools. Students divide immediately after graduating from primary school, and the "top students" of upper-middle class families choose grammar schools to go to college and become "white-collar workers" in the future; Most students from low-class families enter civic schools and vocational schools after graduation and become "blue-collar". 1950, only 27% of school-age children entered grammar schools. The Finnish government is deeply worried about this and thinks that the hierarchical structure of schools violates the concept of equality, and premature diversion of talents is not conducive to the healthy development of students. They began to reform from 1972, and integrated primary schools, grammar schools, middle schools and civic schools into comprehensive schools (primary schools plus middle schools); Grammar school high school has evolved into a new ordinary high school. At the same time, the government has brought the comprehensive school system into the scope of public finance, and all school-age children can receive equal nine-year compulsory basic education in any comprehensive school. In this way, there is no so-called elimination system for students before the age of 15 and 16, and all students enjoy equal educational opportunities and receive education with consistent quality.

The third is high-quality teachers. As I learned in Sakhalin Meiji School, Finnish primary and secondary school teachers must have at least a master's degree when they graduate, which is a legal requirement that was implemented in the 1970s. High-quality teachers ensure a high level of education. In Finland, teachers are a "research-based profession". Teachers must have a deep understanding of the latest research results of the subjects they teach and must treat teaching with a researcher's attitude. In other words, all teachers in Finland are required to be research teachers. Educational institutions provide teachers with free training and even opportunities for degree seeking. There are no independent normal universities in Finland, but comprehensive universities have colleges of education. The teachers trained in this way have wide knowledge, reasonable knowledge structure and strong educational innovation ability. In Finland, the most desirable occupation for young people is teachers, and the most respected occupation in society is teachers.

The fourth is the autonomy of local and teachers. Finland formulates and promulgates a national core curriculum outline every four years, stipulating the allocation of public subjects and class hours. As for what to teach, when to teach, how to teach and what textbooks to use, it is entirely up to the local government, school board and teachers. At present, comprehensive schools in Finland have language elective courses in the lower grades (1-6), and the proportion of elective courses in the upper grades (7-9) accounts for 22% of the total class hours. Students are allowed to study at their own pace, and they are also allowed to study in other schools according to their own needs. This independent and flexible teaching arrangement and independent course selection improve students' self-confidence, and also make psychological and empirical preparations for students to make their own study plans in high schools and universities in the future.

The fifth is "no hierarchy". This is a common teaching mode in Finnish high schools. This teaching mode cancels the division of grades and has a very flexible academic system. Students don't need to repeat or upgrade in 2 to 4 years of high school, but only need to choose courses according to their own study plan and arrange their own study progress. This model breaks the traditional fixed class teaching mode, integrates active learning and research learning into the teaching process, adapts to the individual differences of students to the maximum extent, meets the needs of students' different tendencies, hobbies and development requirements, and realizes the student-centered teaching principle.