The purpose of this study is to analyze in depth the phenomenal teaching model at the basic education level in Finland, including its theoretical basis, implementation process, effectiveness and drawbacks, through literature analysis and comparative research. By comparing and contrasting subdisciplinary teaching, the study reveals the advantages of phenomenal teaching in cultivating students’ interdisciplinary literacy, and at the same time reflects on its shortcomings. The study adopts literature research method, case study method, and comparative analysis method to systematically sort out the theory and practice of Finnish phenomenon teaching, and conducts a comparative analysis of the current situation of interdisciplinary teaching in China’s basic education stage. The expected outcomes of the study include the formation of a comprehensive understanding of Finnish phenomenon teaching, the refinement of its implications for interdisciplinary teaching in China, and the attempt to put forward targeted suggestions for improvement. Through this study, it is expected to provide useful reference for the practice of interdisciplinary teaching at the basic education level in China, and to promote the improvement of education quality and the development of students’ interdisciplinary literacy.
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