香(xiang)港理工從上世紀末開始在全校推行(xing)通識教育(yu)，人文學(xue)院(yuan)下屬的(de)(de)通識教育(yu)中心——全校主(zhu)管通識課(ke)程的(de)(de)部門——負(fu)責(ze)通識課(ke)程的(de)(de)深度推廣，而學(xue)生工作處則負(fu)責(ze)廣度的(de)(de)引導(dao)。兩者各(ge)司其職，相得益彰(zhang)。

　　通識課程深度推廣

　　香港理工通識課程(cheng)(cheng)(cheng)分(fen)(fen)為(wei)“中(zhong)(zhong)(zhong)國(guo)(guo)研(yan)(yan)(yan)讀(du)(du)(du)(du)(du)(du)”和“拓(tuo)展(zhan)(zhan)視野(ye)(ye)”兩(liang)(liang)大(da)科目，“中(zhong)(zhong)(zhong)國(guo)(guo)研(yan)(yan)(yan)讀(du)(du)(du)(du)(du)(du)”主要是傳(chuan)統(tong)中(zhong)(zhong)(zhong)國(guo)(guo)和現代中(zhong)(zhong)(zhong)國(guo)(guo)的(de)專題(ti)研(yan)(yan)(yan)究，以中(zhong)(zhong)(zhong)文和粵(yue)語(yu)(yu)為(wei)教學(xue)(xue)語(yu)(yu)言，目的(de)增強中(zhong)(zhong)(zhong)國(guo)(guo)體認、明確民(min)族責任。“拓(tuo)展(zhan)(zhan)視野(ye)(ye)”科目涉及(ji)面廣泛，目的(de)是實現知識和思維的(de)拓(tuo)展(zhan)(zhan)功能，以英文為(wei)教學(xue)(xue)語(yu)(yu)言。兩(liang)(liang)大(da)類科目中(zhong)(zhong)(zhong)的(de)每(mei)個備選課程(cheng)(cheng)(cheng)均(jun)時(shi)長(chang)一(yi)個學(xue)(xue)期且均(jun)為(wei)2個學(xue)(xue)分(fen)(fen)，內容(rong)涉及(ji)政(zheng)治(zhi)、經濟、文化、藝術、社會(hui)等各個方面，通過選讀(du)(du)(du)(du)(du)(du)，學(xue)(xue)生能對某一(yi)方面有(you)比(bi)較深入的(de)思考與研(yan)(yan)(yan)究。學(xue)(xue)校規定(ding)攻讀(du)(du)(du)(du)(du)(du)學(xue)(xue)士學(xue)(xue)位課程(cheng)(cheng)(cheng)或高(gao)級(ji)文憑課程(cheng)(cheng)(cheng)的(de)學(xue)(xue)生須修讀(du)(du)(du)(du)(du)(du)通識課程(cheng)(cheng)(cheng)并(bing)合格方可畢業。學(xue)(xue)位課程(cheng)(cheng)(cheng)學(xue)(xue)生必須修讀(du)(du)(du)(du)(du)(du)“中(zhong)(zhong)(zhong)國(guo)(guo)研(yan)(yan)(yan)讀(du)(du)(du)(du)(du)(du)”及(ji)“拓(tuo)寬視野(ye)(ye)”兩(liang)(liang)部分(fen)(fen)通識課程(cheng)(cheng)(cheng)，共4個學(xue)(xue)分(fen)(fen)。高(gao)級(ji)文憑的(de)要修讀(du)(du)(du)(du)(du)(du)合格“中(zhong)(zhong)(zhong)國(guo)(guo)研(yan)(yan)(yan)讀(du)(du)(du)(du)(du)(du)”部分(fen)(fen)的(de)一(yi)門(men)課程(cheng)(cheng)(cheng)方可畢業。

　　通識教育廣度引導

　　作(zuo)為行(xing)政(zheng)教(jiao)輔(fu)部(bu)門的(de)(de)學(xue)(xue)生(sheng)(sheng)工(gong)作(zuo)處也很重(zhong)視通(tong)識(shi)教(jiao)育，它們(men)(men)甚至(zhi)比(bi)通(tong)識(shi)教(jiao)育中(zhong)心(xin)做得更(geng)早。1985年(nian)(nian)(nian)，他(ta)們(men)(men)就(jiu)開設(she)了“輔(fu)學(xue)(xue)課(ke)(ke)程(cheng)(cheng)(cheng)”拓展學(xue)(xue)生(sheng)(sheng)視野。“輔(fu)學(xue)(xue)課(ke)(ke)程(cheng)(cheng)(cheng)”與重(zhong)視深度和(he)系(xi)統性的(de)(de)通(tong)識(shi)中(zhong)心(xin)課(ke)(ke)程(cheng)(cheng)(cheng)有一定的(de)(de)區別，重(zhong)在(zai)通(tong)識(shi)廣度。近年(nian)(nian)(nian)來，香港理工(gong)全年(nian)(nian)(nian)的(de)(de)輔(fu)學(xue)(xue)課(ke)(ke)程(cheng)(cheng)(cheng)有250門之多，內容特別多元化，幾乎每(mei)個學(xue)(xue)生(sheng)(sheng)都能在(zai)那里找到自己的(de)(de)興趣點。輔(fu)學(xue)(xue)課(ke)(ke)對于上(shang)(shang)課(ke)(ke)教(jiao)師和(he)學(xue)(xue)生(sheng)(sheng)的(de)(de)要(yao)求(qiu)都不(bu)及通(tong)識(shi)中(zhong)心(xin)課(ke)(ke)程(cheng)(cheng)(cheng)嚴格，課(ke)(ke)程(cheng)(cheng)(cheng)既(ji)可以(yi)由本校老師上(shang)(shang)，也可以(yi)從(cong)校外(wai)聘請不(bu)一定擁有教(jiao)師資格、但(dan)屬某(mou)方面專家的(de)(de)人給同學(xue)(xue)上(shang)(shang)課(ke)(ke)。輔(fu)學(xue)(xue)課(ke)(ke)程(cheng)(cheng)(cheng)周期較短(duan)，通(tong)常只有6-8次課(ke)(ke)，每(mei)課(ke)(ke)人數限(xian)制(zhi)在(zai)30-40人，便于開展“工(gong)作(zuo)坊”模式。因為輔(fu)學(xue)(xue)課(ke)(ke)程(cheng)(cheng)(cheng)多為普及課(ke)(ke)程(cheng)(cheng)(cheng)，內容輕松而(er)有趣，不(bu)需要(yao)考(kao)試也不(bu)算(suan)學(xue)(xue)分，學(xue)(xue)生(sheng)(sheng)參與熱(re)情很高(gao)，報名人數年(nian)(nian)(nian)年(nian)(nian)(nian)爆滿，為此，學(xue)(xue)生(sheng)(sheng)工(gong)作(zuo)處設(she)立網絡申請系(xi)統，先到先得。

　　務實的通識教育模式成效顯著

　　香(xiang)港(gang)(gang)理工(gong)通(tong)(tong)識(shi)(shi)(shi)課程(cheng)的安排，既看(kan)到(dao)了(le)通(tong)(tong)識(shi)(shi)(shi)課的廣(guang)度(du)對(dui)學(xue)(xue)生(sheng)(sheng)全(quan)人(ren)教育(yu)(yu)和(he)(he)可持續發展的重(zhong)要(yao)性，又(you)看(kan)到(dao)了(le)通(tong)(tong)識(shi)(shi)(shi)課的深(shen)度(du)對(dui)學(xue)(xue)生(sheng)(sheng)批(pi)判(pan)(pan)性思維和(he)(he)價值(zhi)認識(shi)(shi)(shi)提升的必要(yao)性。在深(shen)度(du)上(shang)，香(xiang)港(gang)(gang)理工(gong)把重(zhong)點放在由(you)通(tong)(tong)識(shi)(shi)(shi)教育(yu)(yu)委(wei)員會(hui)監管的通(tong)(tong)識(shi)(shi)(shi)課程(cheng)上(shang)，全(quan)年一共不(bu)足60門課程(cheng)。這類(lei)課程(cheng)的體系與結構(gou)、教師品(pin)質和(he)(he)水準、考核的評判(pan)(pan)與標準都有嚴格的規定，執行嚴謹(jin)，有效(xiao)保證了(le)教學(xue)(xue)質量和(he)(he)學(xue)(xue)生(sheng)(sheng)深(shen)度(du)分析能(neng)力(li)、批(pi)判(pan)(pan)能(neng)力(li)和(he)(he)創新(xin)能(neng)力(li)的提升。在廣(guang)度(du)上(shang)，香(xiang)港(gang)(gang)理工(gong)將(jiang)這一重(zhong)任放給(gei)學(xue)(xue)生(sheng)(sheng)事(shi)務處(chu)，用(yong)“輔(fu)學(xue)(xue)課程(cheng)”解決學(xue)(xue)生(sheng)(sheng)需(xu)求的廣(guang)泛(fan)性，又(you)將(jiang)社會(hui)人(ren)才(cai)有效(xiao)整合進大學(xue)(xue)教育(yu)(yu)，讓(rang)面(mian)臨(lin)巨(ju)大教學(xue)(xue)和(he)(he)科研(yan)壓力(li)的專職(zhi)老(lao)師獲得適(shi)度(du)解放。從校外(wai)聘請專才(cai)、專家，有利于學(xue)(xue)校和(he)(he)社會(hui)人(ren)才(cai)的流(liu)轉與接(jie)觸，使得學(xue)(xue)術(shu)派的教導走(zou)下神壇(tan)而更為務實(shi)。學(xue)(xue)生(sheng)(sheng)們(men)也因此有更多機會(hui)鉆出象牙塔(ta)，了(le)解外(wai)面(mian)的世界(jie)和(he)(he)社會(hui)慣(guan)常(chang)的運(yun)作模式。同為致力(li)于應用(yong)型人(ren)才(cai)培養的學(xue)(xue)校，香(xiang)港(gang)(gang)理工(gong)在通(tong)(tong)識(shi)(shi)(shi)教育(yu)(yu)深(shen)度(du)與廣(guang)度(du)上(shang)的有效(xiao)兼顧，確實(shi)值(zhi)得我們(men)學(xue)(xue)習。

                                                                    人文學院  孫曉玲