| 科丝婷·罗卡. 现象式学习[M]. 葛昀, 译. 中信出版集团, 2021. |
| LONKA K, HAKKARAINEN K, SINTONEN M. Progressive inquiry learning for children—experiences, possibilities, limitations[J]. European Early Childhood Education Research Journal, 2000, 8(1): 7-23. doi: 10.1080/13502930085208461 |
| Finnish National Agency for Education. National core curriculum for basic education 2014[M]. Helsinki: Opetushallitus, 2016. |
| LONKA K, MAKKONEN J, BERG M, et al. Phenomenal learning from Finland[M]. Helsinki: Edita, 2018. |
| 钱文丹, 刘春荣. 芬兰激发小学生科学兴趣的重要经验[J]. 人民教育, 2023(8): 72-76. |
| University of Jyväskylä. Department of teacher education curriculum plans 2014-2017[M]. Jyväskylä: University of Jyväskylä, 2014. |
| 钱文丹. 这就是芬兰教育[M]. 北京: 中国人民大学出版社, 2020, 135-142. |
| NIEMI R, KIILAKOSKI T. "I learned to cooperate with my friends and there were no quarrels": pupils' experiences of participation in a multidisciplinary learning module[J]. Scandinavian Journal of Educational Research, 2020, 64(7), 984-998. doi: 10.1080/00313831.2019.1639817 |
| Mälkki K. Building on Mezirow's theory of transformative learning: theorizing the challenges to reflection[J]. Journal of Transformative Education, 2010, 8(1), 42-62. doi: 10.1177/1541344611403315 |
| LITMANEN T, LONKA K, INKINEN M, et al. Capturing teacher students' emotional experiences in context: does inquiry-based learning make a difference?[J]. Instructional Science, 2012, 40(6), 1083-1101. doi: 10.1007/s11251-011-9203-4 |
| TANG X, RENNINGER K, HIDI S, et al. The differences and similarities between curiosity and interest: meta-analysis and network analyses[J]. Learning and Instruction, 2022, 80, 1-15. |