丹麦小学教育发展特点、现状及挑战分析

Analysis of the Characteristics, Current Situation, and Challenges of Primary Education Development in Denmark

摘要: 本文采用比较教育分析方法，系统梳理丹麦小学教育的发展历程、核心特征与运行现状，并探讨其面临的现实挑战。丹麦小学教育以其对儿童自主性的尊重、社会情感发展的重视以及教育资源的均衡配置而受到国际关注。研究发现，丹麦模式的独特性根植于其特定的历史文化语境：在中央与地方相结合的管理框架下，学校享有高度办学自主权；教师培养体系强调专业判断力与持续发展；课程设计注重跨学科整合与体验式学习。然而，该模式亦面临数字化鸿沟、移民学生融合、标准化评估与个性化教学的张力等现实挑战。基于中丹两国在教育行政管理、文化传统和发展阶段上的结构性差异，本文提出，借鉴丹麦经验应聚焦于具体教学方法的本土化尝试，而非体系层面的移植，并需在试点中关注制度适配性与文化兼容性问题。

Abstract: This paper adopts a comparative education analysis approach to systematically review the development trajectory, core characteristics, and current operational status of Danish primary education, and to examine the practical challenges it faces. Danish primary education has attracted international attention for its respect for children’s autonomy, emphasis on socio-emotional development, and equitable allocation of educational resources. The study finds that the uniqueness of the Danish model is rooted in its specific historical and cultural context: within a governance framework that combines central and local administration, schools enjoy a high degree of institutional autonomy; the teacher training system emphasizes professional judgment and continuous development; and the curriculum design prioritizes interdisciplinary integration and experiential learning. However, the model also confronts practical challenges including the digital divide, integration of immigrant students, and tensions between standardized assessment and personalized instruction. Given the structural differences between China and Denmark in terms of educational administration, cultural traditions, and stages of development, this paper argues that drawing on the Danish experience should focus on localized experimentation with specific pedagogical methods rather than systemic transplantation, with due attention to institutional compatibility and cultural adaptability in pilot implementation.