本文主要透過文獻分析，探討芬蘭小學階段之師資培育課程。芬蘭小學師 資培育強調以研究為基礎，班級教師自大學起須修習5 年計300 學分課程，且 擁有碩士學歷。以赫爾辛基大學為例，教育主修課程中以教育研究課程所占比 重最高。在副修學科課程部分，主要以國民學校各學科與跨課程議題之教學研 究為主，重視小學包班制教學的理論與實務。另目前芬蘭師資培育朝向培養最 適合教師，而非最優秀教師，期使未來教師更能協助不同學習能力學生，並輔 導其面臨各種困擾之新生代學生。而將小學教師之職前培育提升至碩士學歷， 並朝向篩選出最適合的未來教師，可作為台灣師資培育課程規劃之參考。

In this article mainly through literature analysis explore Finland primary stage teacher Education courses. Research is the foundation of Finland primary school teacher's education, which requires 5 years of attendance with total of 300 points and a master degree. Use the University of Helsinki as an example, education research accounts most credits within the compulsory subjects in their course planning. As for the secondary part of the course, which mainly across all disciplines and topics that are research-based teaching, which can be complete through compulsory and elective courses, also include some training so that students are familiar with the theory and practical of primary classroom teaching. Currently, another direction of teacher education in Finland is training the most suitable for cultivation teachers, rather than the best teachers, a view to enable future teachers to better assist the different learning abilities of students and counseling all kind of problems of new generation students. Also to raise the standard of the pre-stage training to gain master degree and selected the appropriate teacher for the future. This can be used as a reference for Taiwan's current primary school teacher education curriculum planning.