香港(gang)理工(gong)從上(shang)世(shi)紀末開始在全(quan)校推(tui)行通(tong)(tong)識(shi)(shi)教育，人文學院下(xia)屬的(de)通(tong)(tong)識(shi)(shi)教育中心——全(quan)校主(zhu)管通(tong)(tong)識(shi)(shi)課程的(de)部門——負責通(tong)(tong)識(shi)(shi)課程的(de)深(shen)度推(tui)廣，而(er)學生工(gong)作(zuo)處則負責廣度的(de)引導。兩者各司(si)其職(zhi)，相得(de)益彰。

　　通識課程深度推廣

　　香(xiang)港理(li)工通識課(ke)程分為(wei)“中(zhong)(zhong)(zhong)(zhong)國研(yan)讀”和“拓展視(shi)野”兩(liang)大(da)科目(mu)，“中(zhong)(zhong)(zhong)(zhong)國研(yan)讀”主要是(shi)傳統(tong)中(zhong)(zhong)(zhong)(zhong)國和現代中(zhong)(zhong)(zhong)(zhong)國的(de)專(zhuan)題研(yan)究，以中(zhong)(zhong)(zhong)(zhong)文和粵語為(wei)教(jiao)學(xue)語言，目(mu)的(de)增(zeng)強中(zhong)(zhong)(zhong)(zhong)國體認、明確民族責任(ren)。“拓展視(shi)野”科目(mu)涉及(ji)(ji)面(mian)廣泛，目(mu)的(de)是(shi)實現知識和思維的(de)拓展功(gong)能，以英(ying)文為(wei)教(jiao)學(xue)語言。兩(liang)大(da)類科目(mu)中(zhong)(zhong)(zhong)(zhong)的(de)每(mei)個(ge)備選課(ke)程均時長一(yi)個(ge)學(xue)期且均為(wei)2個(ge)學(xue)分，內容涉及(ji)(ji)政治、經濟、文化(hua)、藝術、社會等(deng)各個(ge)方(fang)面(mian)，通過(guo)選讀，學(xue)生能對某(mou)一(yi)方(fang)面(mian)有(you)比較深(shen)入的(de)思考與研(yan)究。學(xue)校規定(ding)攻讀學(xue)士學(xue)位課(ke)程或高級文憑(ping)(ping)課(ke)程的(de)學(xue)生須修讀通識課(ke)程并合格方(fang)可(ke)畢業(ye)。學(xue)位課(ke)程學(xue)生必須修讀“中(zhong)(zhong)(zhong)(zhong)國研(yan)讀”及(ji)(ji)“拓寬視(shi)野”兩(liang)部分通識課(ke)程，共4個(ge)學(xue)分。高級文憑(ping)(ping)的(de)要修讀合格“中(zhong)(zhong)(zhong)(zhong)國研(yan)讀”部分的(de)一(yi)門課(ke)程方(fang)可(ke)畢業(ye)。

　　通識教育廣度引導

　　作(zuo)為(wei)行政教(jiao)(jiao)輔(fu)(fu)部門的學(xue)(xue)生工(gong)作(zuo)處(chu)也很重(zhong)視(shi)通(tong)(tong)(tong)識(shi)(shi)(shi)教(jiao)(jiao)育，它們甚至比(bi)通(tong)(tong)(tong)識(shi)(shi)(shi)教(jiao)(jiao)育中(zhong)(zhong)心(xin)做得更(geng)早(zao)。1985年(nian)，他(ta)們就開設了“輔(fu)(fu)學(xue)(xue)課程(cheng)(cheng)”拓展(zhan)學(xue)(xue)生視(shi)野。“輔(fu)(fu)學(xue)(xue)課程(cheng)(cheng)”與重(zhong)視(shi)深(shen)度和系統(tong)性的通(tong)(tong)(tong)識(shi)(shi)(shi)中(zhong)(zhong)心(xin)課程(cheng)(cheng)有(you)(you)一定的區(qu)別，重(zhong)在(zai)通(tong)(tong)(tong)識(shi)(shi)(shi)廣度。近(jin)年(nian)來，香港理工(gong)全年(nian)的輔(fu)(fu)學(xue)(xue)課程(cheng)(cheng)有(you)(you)250門之多(duo)，內容特(te)別多(duo)元化，幾乎每個學(xue)(xue)生都能(neng)在(zai)那(nei)里(li)找到(dao)自己的興趣(qu)點(dian)。輔(fu)(fu)學(xue)(xue)課對于上課教(jiao)(jiao)師(shi)和學(xue)(xue)生的要求(qiu)都不及(ji)通(tong)(tong)(tong)識(shi)(shi)(shi)中(zhong)(zhong)心(xin)課程(cheng)(cheng)嚴(yan)格(ge)，課程(cheng)(cheng)既可以由本校老師(shi)上，也可以從校外聘請不一定擁有(you)(you)教(jiao)(jiao)師(shi)資格(ge)、但屬某方面專家(jia)的人(ren)給同學(xue)(xue)上課。輔(fu)(fu)學(xue)(xue)課程(cheng)(cheng)周期(qi)較短，通(tong)(tong)(tong)常(chang)只有(you)(you)6-8次課，每課人(ren)數限(xian)制在(zai)30-40人(ren)，便于開展(zhan)“工(gong)作(zuo)坊”模式(shi)。因為(wei)輔(fu)(fu)學(xue)(xue)課程(cheng)(cheng)多(duo)為(wei)普及(ji)課程(cheng)(cheng)，內容輕(qing)松而有(you)(you)趣(qu)，不需要考試(shi)也不算學(xue)(xue)分，學(xue)(xue)生參與熱(re)情很高，報(bao)名人(ren)數年(nian)年(nian)爆滿(man)，為(wei)此，學(xue)(xue)生工(gong)作(zuo)處(chu)設立網(wang)絡申請系統(tong)，先到(dao)先得。

　　務實的通識教育模式成效顯著

　　香(xiang)港(gang)理(li)(li)工(gong)通(tong)識(shi)課(ke)(ke)程(cheng)(cheng)的(de)(de)安排，既看到(dao)了(le)通(tong)識(shi)課(ke)(ke)的(de)(de)廣度(du)(du)對學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)全人(ren)(ren)教(jiao)(jiao)(jiao)育(yu)和(he)可持(chi)續發展(zhan)的(de)(de)重(zhong)要(yao)性(xing)(xing)，又看到(dao)了(le)通(tong)識(shi)課(ke)(ke)的(de)(de)深(shen)度(du)(du)對學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)批判(pan)性(xing)(xing)思維和(he)價(jia)值認識(shi)提升的(de)(de)必要(yao)性(xing)(xing)。在(zai)深(shen)度(du)(du)上，香(xiang)港(gang)理(li)(li)工(gong)把(ba)重(zhong)點(dian)放(fang)(fang)在(zai)由通(tong)識(shi)教(jiao)(jiao)(jiao)育(yu)委員會(hui)監管的(de)(de)通(tong)識(shi)課(ke)(ke)程(cheng)(cheng)上，全年一共不足60門課(ke)(ke)程(cheng)(cheng)。這(zhe)類(lei)課(ke)(ke)程(cheng)(cheng)的(de)(de)體(ti)系與結構、教(jiao)(jiao)(jiao)師(shi)品(pin)質(zhi)和(he)水準(zhun)、考核(he)的(de)(de)評判(pan)與標準(zhun)都有(you)嚴格的(de)(de)規(gui)定(ding)，執行嚴謹，有(you)效保證了(le)教(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)質(zhi)量和(he)學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)深(shen)度(du)(du)分(fen)析能(neng)力(li)(li)、批判(pan)能(neng)力(li)(li)和(he)創新能(neng)力(li)(li)的(de)(de)提升。在(zai)廣度(du)(du)上，香(xiang)港(gang)理(li)(li)工(gong)將(jiang)這(zhe)一重(zhong)任放(fang)(fang)給學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)事務處，用(yong)“輔學(xue)(xue)(xue)(xue)(xue)課(ke)(ke)程(cheng)(cheng)”解(jie)決學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)需求的(de)(de)廣泛性(xing)(xing)，又將(jiang)社(she)(she)會(hui)人(ren)(ren)才(cai)(cai)有(you)效整合進大(da)學(xue)(xue)(xue)(xue)(xue)教(jiao)(jiao)(jiao)育(yu)，讓面臨巨大(da)教(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)和(he)科研壓力(li)(li)的(de)(de)專職老師(shi)獲得適(shi)度(du)(du)解(jie)放(fang)(fang)。從校(xiao)(xiao)外聘請專才(cai)(cai)、專家，有(you)利于學(xue)(xue)(xue)(xue)(xue)校(xiao)(xiao)和(he)社(she)(she)會(hui)人(ren)(ren)才(cai)(cai)的(de)(de)流轉與接觸(chu)，使得學(xue)(xue)(xue)(xue)(xue)術派的(de)(de)教(jiao)(jiao)(jiao)導(dao)走下神(shen)壇而更為務實。學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)們也因此有(you)更多機會(hui)鉆出象牙塔(ta)，了(le)解(jie)外面的(de)(de)世界和(he)社(she)(she)會(hui)慣(guan)常(chang)的(de)(de)運作模式。同為致力(li)(li)于應用(yong)型(xing)人(ren)(ren)才(cai)(cai)培養的(de)(de)學(xue)(xue)(xue)(xue)(xue)校(xiao)(xiao)，香(xiang)港(gang)理(li)(li)工(gong)在(zai)通(tong)識(shi)教(jiao)(jiao)(jiao)育(yu)深(shen)度(du)(du)與廣度(du)(du)上的(de)(de)有(you)效兼顧，確實值得我們學(xue)(xue)(xue)(xue)(xue)習。

                                                                    人文學院  孫曉玲