Newsletter No. 357

2 No. 357, 4.5.2010 (接上页 Continued ) 学生怎样看通识基础课程 How do students view the GE Foundation Programme 「以前上过一些通识课,讨论变了问问题 • ─看完文章然后举手问问题。很少好像这科,真的有讨论效果。」 ‘I’ve taken GE courses before. In those courses, students would raise questions after reading an article, turning discussion sessions into Q&A. But this course did achieve the intended goal of generating discussions.’ 「文科生与理科生一起上课,联想会多一点。有时候不一定要习惯对方的思考模式,但一定要感受一下。」 • ‘Bringing arts and science students to the same class can stimulate thought. You may not be used to each other’s mentality. But it’s a necessary experience.’ 「文章讲的你不一定要接受,但首先要代入当中论点,再看看是否同意。换句话说,第二步才是你自己的 • 角度。」 ‘You don’t have to accept what the articles say. You put yourself in the shoes of the authors. Then you choose to agree or disagree with their views, in other words, making your own judgment.’ 与自然对话:宇宙和生命的探索 通识教育基础课程副主任王永雄博士形容这是一个「由探 问『我是谁』开始的旅程,学生研读中西方文化中的科学 发展,并加以比较,从而探索人类如何透视、了解和改变大 自然与生命,并反思人类在大自然的定位,然后再检视自 己的理解。」 这个单元带领学生涉猎阿里士多德、伽利略至牛顿等经典 著作的精采选段,思索甚麽是真理?如何表述科学真理? 生命的定律、生命的编码、科学的局限、人类思想的本质 等课题,了解数理生化演算以外的意义。 与人文对话:追寻美丽人生与美好社会 怎样的人生才美?怎样的社会才好?要怎样做才可达致? 通识教育基础课程副主任赵茱莉博士说:「这三个是最根 本也最棘手的问题,古往今来,中外文人哲人、学者作家都 曾苦思。我们邀请学生检视这些古老智慧是否在现世代仍 有适用之处,从而更加理解当下个人生活和社会的状况, 对自己所欲建构的理想社会有更清晰的远象。」 学生徜徉于文、史、哲、宗教、政治的浩瀚书海里,追随荷 马、柏拉图、阿里士多德、孔子、庄子、黄宗羲、卢梭、史密 斯、马克思的脚踪,或寻找身分、经历悟化和自我实现,或 挣扎于血气的羁绊与顺服的自由,或认识本相本性,建构 社会制度,识别自身利益与共同利益 ─委实是多姿多采 的挑战 。 全方位学习支援 然而,在习惯了给短小密集的多媒体资讯冲击的二十一世 纪,要求学生埋首古籍,含英咀华,又是何其艰钜的工程。 怎样才可克服语言的时空隔离?怎样客观地批判反思? 教师在每星期一小时的讲授课里会介绍该周阅读内容的 背景和主题。课后,学生参考教师拟备的导读资料,包括 历史背景、作者生平及作品、内容摘要/大纲、地图、中译 本推荐、参考网站连接等,随着提示,一边阅读,一边思索 问题。周内随即有约两小时的讨论,让师生畅所欲言。 所有的教材均已上载网站,方便查阅;自学中心特别为学 生安排批判阅读/讨论时段,更有写作谘询服务,指导他 们撰写读后随笔、学术论文的大纲或初稿。资讯科技服务 处则特为基础课程开辟了Moodle网上学习平台,促进这 个学习社群的互动交流。 学生回应 「与人文对话」和「与自然对话」在课后评鉴的十五个关 于课程及教学素质的项目当中,分别有十三和十五项获评 五分以上,显示课程能帮助学生达到大学通识教育要求的 学习成果,学生的高度参与也令人满意。两课程学生人数 同为十五人,各有十三人表示会向其他同学推荐课程。 到了2010学年,所有中六入学学生必须于一年级下学期开 始修读这两科的通识教育基础课程,2012年将全面推广 至所有一年级生。届时每年要建构的是三千三百人的共同 学习经验。无论念的是什么本科,这六十多个课时带来的 思想冲击,将是日后所有中大生共同拥有的,也将是香港 中文大学的印记。 In Search of Ideal Life and Society What makes a life desirable? What makes a society ideal? How can we realize such life and society? Dr. Chiu Chu-lee Julie, associate programme director of the GEF programme, says, ‘These three questions are the most fundamental and puzzling ones. Philosophers, scholars, thinkers past and present have contemplated them. This course invites students to think about whether ancient wisdom still holds water in the modern world. By doing so, they will have a better understanding of how their personal life and society stand at the moment, and develop a clear vision of the kind of society they wish to work towards.’ After the lecture, students are required to read the introductory materials given by teachers, which include historical backgrounds of the texts, lives and works of the authors, synopses and outlines, maps, recommended Chinese translations. As they read, students will meditate on certain issues. Then, they will exchange their views with the teachers in the two-hour discussion session that follows. All materials are available online for students’ viewing. The Independent Learning Centre organizes critical reading/discussion sessions, and offers writing con- sultation service for students to help them write reading 王永雄博士(左)及赵茱莉博士 Dr. Wong Wing-hung (left) and Dr. Chiu Chu-lee Julie Students of the course are expected to read classical texts in literature, philosophy, religion and political philosophy, familiarizing themselves with Homer, Plato, Aristotle, Confucius, Zhuangzi, Huang Zongxi, Jean-Jacques Rousseau, Adam Smith, and Karl Marx. These texts will help them to trace the paths of the greats and embark on a pursuit of self-identity, transformation and self- actualization. They will experience the struggle between mortal limitations and freedom through submission, explore the realms of no-self, emptiness and inter-being. They will also analyse the underlying principles for the construction of social institutions, and the conflicts of self- and common interest. Comprehensive Learning Support Students of the multimedia age are used to being bombarded by multimedia information fragments. It is not easy to ask them to read ancient texts and mull over their meaning. How can we help them to overcome the obstacles of language, time and space? How can we make them think objectively and critically? In the one-hour lecture, teachers will introduce the backgrounds and themes of reading for that week. reports, outlines and dissertation drafts. The Information Technology Services Centre has launched the Moodle online learning platform to facilitate the interaction of this learning community. Student Feedback Among the 15 items on course and teaching quality in the course evaluation for ‘Exploring the Universe and Life’ and ‘In Search of Good Life and Good Society’, they were rated five points or above in 13 and 15 items respectively. This shows that the courses can achieve the learning outcomes expected of University GE. Students’ active involvement was also encouraging. For each course, among the 15 students enrolled, 13 said they would recommend it to their fellow students. All Secondary 6 entrants will be required to take these two GEF courses in the second semester of their freshman year in 2010. From 2012, all freshmen will be required to take the courses, making them a common learning experience of 3,300 students every year. By then, the intellectual stimulation involved in the 60 or so hours of the courses will be the common experience of all CUHK students, regardless of majors.

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