有鑑於世界各國對芬蘭當前實施的現象為本學習作法多有關注，本文旨在先回到對實施此一取徑源頭的探索，即2014新課綱所欲達致的總目標「七大橫向能力」內涵，以及建議以「多學科學習模組」為手段的綜合基礎教育運作文化之理解，期能藉此提供本土即將上路的108課綱實施者慎思其整體行動背後究竟「為何而做」一些提醒與啟示。

Given that most people are currently focusing on the possible practice of Finnish phenomenon-based learning, this paper aims to prioritize the reasons and sources for its implementation-understanding transversal competence, multidisciplinary learning modules, and the operational culture of comprehensive basic education. For our Directions Governing for the 12-Year Basic Education Curricula that will be implemented in August this year, this article may remind and encourage all actors to consider and grasp the ultimate goal behind their actions.