Generation 40s – 四十世代

Good articles for buddies


Leave a comment

「謀食」與「謀道」——從生涯規劃看人生意義

信報財經新聞
教育講論
2017-02-18

曾志滔

薪金是我們選擇工作時其中一個考慮因素,但是金錢回報卻非職業給我們的全部。人既須「謀食」,亦要「謀道」。然而現今香港社會的主流價值,又有多少空間讓年輕人思考自身的人生意義?

香港大學校長馬斐森於本月初宣布辭職,將出任蘇格蘭愛丁堡大學校長。有趣的是,多份報章都以他「甘願減薪跳槽」為焦點,形容「港大薪酬福利比不少海外大學還要好。馬斐森是次轉工,年薪將大幅減少逾300萬港元,約為他現時人工的一半」。又附以香港各大學校長的年薪水平作比較。

「前途」=「錢途」?

這些報道正正折射了香港社會的價值取向——「前途=錢途」,金錢的回報是選擇工作時的首要因素。假如薪金待遇優厚, 何妨為五斗米折腰?相反,轉工沒有換來更好的待遇,彷彿愚不可及。人們願意為了五斗米而折腰,似乎已成常態。可是,只為錢而活也不見得快樂。很多香港人終日抱怨工作沉悶乏味、壓力大、沒有意義。

究竟工作所為何事?怎樣的工作生涯才能給人快樂?

工作其一功能的確是「謀生」,透過付出勞力賺取金錢,維持生活所需。但筆者深信金錢以外還有更多東西值得我們深思:例如工作所帶來的滿足感和使命感,工作崗位又是否能讓人發揮所長,甚至學到新的技能。這些感受,將會讓我們能夠稍稍脫離金錢的束縛,在工作中找到人生的意義。

據筆者的輔導經驗,一般年輕人對薪金和收入沒有什麼概念。他們模模糊糊地覺得人工愈高愈好,但從來沒估算過生活開支,也沒有想過要賺多少錢才能維持生活。在生涯規劃課裏,我們會使用香港輔導教師協會《生涯地圖》中的「理想人生大拍賣」活動,幫助同學了解自己的價值觀和對事業選擇的影響。遊戲中老師扮演拍賣官,隨機抽出十多項「美滿人生」的描述,同學則需要盡量爭取他們希望買到的項目。活動完結後,老師邀請同學分享拍賣項目代表的不同生活方式和它們所反映的人生觀。活動引發同學思考「賺幾多才算足夠?」和「我想過怎麼樣的生活?」。他們漸漸會意識到人生的追求除了物質,還可以有如「身份認同感」、「歸屬感」、「富挑戰性的人生」等心靈層面的嚮往,亦可以包括實踐「改善別人生活」、「造就他人」等抱負。即使有學生表示「賺錢」是人生目標,我們也會嘗試幫助他們探討背後的原因,如供養家人,或令自己的生活更有滿足感。

上月筆者以「人生召命」為題,探討老師如何協助同學透過撰寫回顧式的自述文章,探索自己的人生方向。若人找到「我所擅長的事」、「我為人欣賞的事」和「能改善別人生活的事」三者的交滙處,就能找到自己的人生召命。尋生涯召命的概念,也為同學們打開了思考自身人生價值的一扇窗,讓他們對自己的興趣、才能、信念和志向作深刻反思,選擇最適合自己的前路,而非隨波逐流,只選擇看似能賺錢的職業和學科。

最近香港輔導教師協會與突破機構合作,於2017年1月出版了《Breakazine──未來工作想像指南》書誌,深入探索現今香港人多種的生涯足跡。書誌走訪了數十位職涯中作了非一般選擇的過來人,發現他們的生命經歷裏,都有着不一樣的生活態度。

不必只向金錢靠攏

其中一位故事主人翁,擁有建築學士和藝術碩士的學歷。他曾任中學老師,是別人眼中「薪高糧準假期多」的優差,但主人翁沒有因為金錢優厚而忘卻自己的感受,他坦言工作令他沒有喘息的空間而辭職。這個選擇,是否太儍呢?又未必。往後他到了地盤學紮鐵,從勞動中能夠學以致用,將建築和藝術知識發揮出來。後來他又轉職大學當一名校工,享受閒時可以畫畫創作的空間,進一步發揮自己的藝術天分。在一般人眼中,他的行為,也許會被視為浪費學歷和青春。但他覺得每天從事自己不喜歡的工作的人,才是真正浪費生命。正所謂人各有志,活得精采,不必只向金錢靠攏。

生涯規劃教育不是要人不食人間煙火,但我們更強調讓年輕人找到自己所珍視的人生價值,從而勾勒對未來的工作及生活想像,並加以裝備自己,一步一步實現理想。若只顧「錢途」而選擇和自己的志向不相符的職業,定必違己交病,生活難以順心。其實,只要找到發揮自己的道路,縱然荊棘滿途,也可以得到心靈上的富足。

香港輔導教師協會與突破機構以《未來工作想像指南》書誌為主軸,發展一系列讓年輕人參與的生涯探索活動。期望生涯規劃輔導教師能以此為起點,在年輕人社群、家長群體,以至社區內,引發更多更深入的思考和討論。《未來工作想像指南》延伸教育活動簡報會將於2017年2月27日於突破中心舉行。詳情請參閱香港輔導教師協會網頁及Facebook專頁。

撰文:曾志滔
香港輔導教師協會主席


Leave a comment

不一樣教育節 攜手推動創新

社創群英

2016-11-26

陳燕妮

 社會急速發展,充滿着不同的機遇與挑戰。教育是塑造下一代未來的關鍵,也需與時並進。因此,世界各地均在探索教育路向,在理念價值、學校模式、課程設計、教學方法、考試評估、課堂管理、師生角色與互動等等作出反思與創新,希望能發展適合二十一世紀現況與需要的教育。除了培育學生的價值與關鍵能力,建構自主學習的能力,亦希望打破單一的成功價值,肯定多元才能與出路,讓學生們有機會真正發展潛能,善用所長,在面對多變的未來時,也有足夠能力開創自己的人生。

放眼全球,世界各地不斷湧現各種教育創新,不少更是由民間發起。教育的不同持份者,如教育工作者、創業者、商界、社會創新者、學生等,均是重要的力量,參與其中,一起構想與實踐創新的教育方案。

香港近年在教育方面求變求進步的聲音也愈來愈多,除了體制以內的改進,不少家長、教育工作者、教育創業者等,也成立不同團體,凝聚力量與資源,相互啟發與支持,積極探尋教育的出路與未來。「好單位」、「教育燃新」、「教育大同」及「香港兆基創意書院」為此亦合辦「不一樣教育節」,並於本月26及27日,於香港兆基創意書院舉行為期兩天的體驗日,邀請到來自芬蘭、台灣、英國、馬來西亞、美國的學校及教學團隊代表,分享他們如何能在小學、中學、大學教育也作出創新。並深入與本地的教育持份者交流,集思廣益,構想如何將啟發與經驗帶到學校與課堂中,為學生帶來更豐富的學習。

芬蘭教改培養7大橫向能力

來自芬蘭的The Saunalahti School被譽為「未來學校」(The School of the Future),為學前至中三 (Grade 0 – 9)學生提供全面而以學生為中心的教育。芬蘭於今年推行教改,將全面實施新課網,取消傳統的學科教學,以主題式學習(Phenomenon-based Learning)培養學生7大橫向能力,包括自我照顧、日常生活技能與保護自身安全的能力;文化識讀、互動與表述能力;多元識讀能力 (multiliteracy); 數位能力; 工作生活能力與創業精神; 參與、影響和打造可持續未來的能力; 思考與學習的能力。來港參加教育節的校長Hanna Sarakorpi經驗豐富,現正參與芬蘭新課綱的制定。學校將全面推行全題式校學,以學生的能力及興趣分組,老師共同參與,為每位學生設計個人化教學,並與家長緊密協作,為孩子帶來合適的教育。學校亦全面貫徹與推行正向教育與社交及情緒學習,培育學生正面價值,欣賞及肯定學生能力,指導他們發掘及發展長處。學生沒有考試,學習進度評估由老師持續進行。學校以學生及學習為中心,務求讓每位孩子也愛上學習。校園設計就如同現代藝術博物館,內有幼稚園、小學、中學、青少年俱樂部、戲劇室、圖書館、健身室及咖啡廳,學生可以坐在任何地方上堂,鼓勵上課聊天。並與社區連結:夜晚,學校變成附近社區的休閒娛樂中心,市民同學生一同使用體育館及其他設備。

台灣的種籽親子實驗小學亦是以「人」為價值的核心,希望讓教育回歸初衷。種籽親子實驗小學於22年前創校。當時台灣民間開始思索教育的轉型。經過多年來民間的努力,如今台灣已實現了實驗教育三法,公立學校可以申請進行實驗教學,家長可以選擇讓子女在家自學,教育變得多元化。學校是一間民主學校 (Democratic school),重視自由、尊重、責任、支持、開放、信任、民主,讓孩子自主學習,並設有教育法庭、選課機制、生活討論會等等,讓學生與老師及社群一起,透過生活共同學習與承擔,開展教育理想。學校尊重不同的學習能力,師生比例約為1:10,務求讓每個在學校成長的孩子,無論是學習困難或是資賦優異等,都能找到適合他們的學習方式。

來自英國的Studio School,是以裝備中學生迎接二十一世紀工作與挑戰為目標的非一般學校。學生在傳統學科以外,更強調專業的學習與培訓。Studio School現遍布英國不同地區,以各行專業為主題,例如航空、設計、醫療服務等。來港的The Studio, Liverpool是以創意媒體與科技為主心,學生學習程式、創業與設計為主。學生每天上課時間為朝九晚五,更貼近工作時的生活形態。課堂有80%的時間是參與及執行實際的項目,每星期有一至兩天的課程,是到企業、非政府組織、行業機構等實習,從現實世界中學習最前沿的專業知識與建立就業的必需技能,如社交、溝通、團隊合作等。學校規模小,每間學校只有大約300至400位學生,每位學生擁有自己的導師(Mentor)及教師(Teacher),按他們的項目、實習、興趣、專長、工作發展等,給予合適的指導。學校強調培養學生的就業能力,包括獨立思考、團隊協作、抗壓能力,懂自省及主動探索,多工作業與解決問題的能力,有清晰的人生方向等。學校學習不再單單以學術為主導,學生所學能時刻應用到生活與未來規劃之中,大大提升學生的學習動機與果效。

遊戲活動元素融入不同課堂

馬來西亞的Dwi Emas International School則是一家「創業學校」 (Entrepreneurial School),校內的小學與中學生,自小已培養創意與創業精神,以鼓勵學生勇於嘗試、探索與實踐。學校邀請各行各業的專家擔任老師,與學生交流,並指導學生開展項目。學校配合亞洲文化,確保學生IGCSE/GCE O Level的準備外,也強調不以考試為中心,而是重視學生的學習本身。為讓學生愛上學校,並配合年輕人的學習動機與興趣,學校把遊戲及活動元素融入不同課堂中,甚至由老師與專業設計師、遊戲設計師等,合力將整個課程化為電子角色遊戲 (RPG Game),學校現已推出了化學遊戲,並打算拓展至其他學科,如生物、數學等。把右腦思維的創意結合左腦思維的學術,讓學生更能投入到學科之中。學校亦連結不同企業與機構,為學生提供實際經驗與創業指導。學校小至7歲的學生,希望讓老師們在忙碌過後能夠好好休息,喝茶舒懷,為此已開展了茶的生意,成為小小CEO,並在家長與老師指導下,一步步開展市場推廣與銷售。

最後是來自美國的Minerva Schools at KGI,創辦目標就是要重塑大學教育,為創立切合二十一世紀所需的大學。學校強調思維模式的學習,包括多元模式溝通(Multi-model Communication)、形式系統課程(Complex Systems)、資料分析(Empirical Analysis)、思維習慣(Habits of Mind) 等。學生於4年學生課程中,每個學期均居住在不同城市上課並在當地實習,例如:伊斯坦堡、阿根廷、倫敦、柏林、孟買、香港等,培養學生的國際視野、網絡與跨國協作的能力。學生在網上實時授課系統與教授及小組成員交流,討論、分享及研究,教授實時評估學生發展及能力。由於沒有實體學校,雖然學生要跨國學習,但學費遠比普遍美國大學為低,卻能更緊貼世界發展與實際需要,讓學生在多元文化及種族的環境下,培養出年輕領袖的視野、思維、創新與能力。

為期兩天的「不一樣教育節」體驗日更帶來多項活動,如講座、工作坊、室內外親子體驗活動等,讓家長、學生、教師及關心教育的同行者有更多機會親身體驗及深入了解不同的教育創新。詳情及報名請參考 www.ednovationfest.hk

作者為教育燃新執行總監

 

 


Leave a comment

Should Hong Kong ban spanking of children at home as well as in school?

CommentInsight & Opinion
2017-01-13
Yonden Lhatoo looks at how France has made corporal punishment of children illegal and compares it with Hong Kong, which is unlikely to make such a move

Buried under the daily barrage of bad news, there was a recent report that did not resonate much in this part of the world but I found it quite intriguing, nonetheless: you’re officially no longer allowed  to spank your children in France.

The fine print took some of the gee whiz out of the news, as it turns out that France is only the 52nd country in the world to take such a step. Sweden is quantum leaps ahead of everyone, having started in 1979.

Also, bear in mind that the new law in France is more symbolic than draconian, as offenders will not face criminal punishment. That’s in a country where 85 per cent of parents smack their children and are likely to carry on doing it, although a tad more discreetly from now on, perhaps.

What about Hong Kong? Just the other day, I watched another exemplar of the eternal conflict between misbehaving child and frustrated parent play out in a shopping mall. “Just wait until we get home,” the mother warned as her little princeling shook the rafters with a thunderous tantrum over some abruptly cancelled visit to Toys ‘R’ Us.

It reminded me of “somebody gonna get a-hurt real bad”, the trademark quote that Indian Canadian comedian Russell Peters attributes to his father in his classic stand-up routine on parenting.

Peters jokingly recalls his father’s response when threatened with a phone call to Children’s Aid for beating his kid: “I might get into a little bit of trouble, but I know that it’s going to take them 23 minutes to get here. In that time, somebody gonna get a-hurt real bad!”

Not many children are getting “a-hurt real bad” by their parents in Hong Kong, where the English common law defence of “reasonable chastisement” applies, and corporal punishment at home is allowed. But a 2015 survey found that about half of the city’s children, aged six to 13, were physically disciplined by their parents, who used bare hands as well as handy implements like clothes hangers and rulers to inflict punitive pain.

Our city has banned corporal punishment in schools since 1991, but resisted calls by concern groups to extend the ban to homes. That’s unlikely to change, as Hong Kong is a traditional society on the whole and the conservative mindset prevails in such matters.

I tend to agree with the school ban. With all due respect to decent teachers, it’s totally understandable that most parents don’t and won’t trust strangers, qualified or not, to lay hands on their children.

Most of the teachers during my own schooldays were decent educators, but I haven’t forgotten a few who went beyond the usual ruler rap on the knuckles to what would only be described as criminal assault these days. They would be behind bars if they did that now, for sure. The philosophy of “spare the rod and save the child” does not entail crippling the child with said rod.

A study last year by the American Journal of Family Psychology analysed five decades of research involving more than 160,000 children to conclude that the more we spank our kids, the more likely they are to defy us. They’re also more prone to antisocial behaviour, aggression, mental health problems and cognitive difficulties, apparently.

Like many of my friends and contemporaries, I wasn’t spared the rod myself growing up, both at home and school, but we like to look back and think it made us a little broader-shouldered and thicker-skinned than Generation Snowflake these days.

After all, as Immanuel Kant once said, “Man must be disciplined, for he is by nature raw and wild.”

Yonden Lhatoo is a senior editor at the Post


Leave a comment

Piano lessons, maths classes and hours of homework … a weekend in the life of China’s stressed-out kids

South China Morning Post
NewsChinaSociety
2016-12-28

SCHOOLING
‘Tiger’ parents ignore warnings for fear their offspring will lose out in race to success

On a typical weekend in Shanghai, eight-year-old Amy is busy shuttling from class to class. On Saturday afternoons, she learns piano. Sunday mornings are spent attending English lessons and in the afternoons, she goes for Chinese class.

Besides these weekend classes, the grade three pupil at a public primary school in Shanghai’s Xuhui district also attends three-hour mathematics Olympiad classes after school every Tuesday and Friday evening, one of which is designed for grade four pupils.

Joy Ji, Amy’s mother, shuttles her between these privately run tutoring institutions.

“I don’t want my daughter to have to study so hard, but I have no other choice,” Ji said.

“Our target is that she can be admitted into a prestigious junior high school.

“Not studying in a key junior high school means being unable to be admitted by good high schools. Not studying in good high schools means not being able to go to top universities, and a degree from a top university, no doubt, translates into a decent job.”

Ji’s logic is shared by millions of other parents across mainland China, where nine years of education is compulsory and the authorities offer free schooling for primary and junior high school pupils.

This means pupils in cities such as Shanghai can easily find places in public primary and junior high schools in their communities. But Ji and other parents shun such schools due to perceptions of poor academic performance.

Instead, they seek places for their children in the many privately run schools that have sprung up, each touting their ability to produce high scores. Some receive dozens of applications for every vacancy.

Because of the intense competition for admission into such schools, many middle-class parents are ignoring government warnings and policy edicts and ramping up their young children’s extracurricular workload in the belief it will lead to a better future.

As a result, privately run tutoring operations have mushroomed across the mainland, with the biggest, Xue Er Si Education Group, seeing its net income rocket 42.9 per cent year on year in its 2016 fiscal year to US$619.9 million. The Beijing-based, New York-listed company, which was established 13 years ago, now has 422 teaching centres in 25 mainland cities.

Xue Er Si’s mathematics courses have become so popular that parents are forced to scramble for vacancies in its classes, which are made available on a smartphone app according to a set schedule. A mother in Hangzhou, Zhejiang province, said she had set an alarm to notify her when vacancies were announced, the City Express newspaper reported.

Parents’ desire to see their children gain admission to top middle and high schools has resulted in exhausted primary school pupils devoting nearly all their spare time to their studies.

Ji said studying mathematics at grade four level could help her daughter outperform other grade three pupils in mathematics contests.

“Amy attends only two types of maths classes each week,” she said. “To my knowledge, some of her peers attend five or six types of maths classes a week.”

The situation has become so serious that the Communist Party mouthpiece People’s Daily carried a series of reports last month warning about the heavy burden being placed on young pupils.

One article said that although the authorities had issued orders time and time again for schools to assign less homework and administer fewer tests, pupils were still being overburdened because their parents’ “strong anxieties” had resulted in their children being given extra academic tasks.

Parents said they could not allow their children to opt out of extra classes, with the sentiment summed up in the motto “I must not let my child lose in the competition at the starting line”.

“Compared with two or three decades ago, young pupils have more stress in their studies and are more tired,” said Fan Xianzuo, a professor of education science at Central China Normal University in Wuhan, Hubei province. “With better-off family conditions, parents will pay more attention to their kids’ education. Families have a stronger desire for quality education.”

Despite government appeals for less pressure to be put on young pupils, and recent moves by the education authorities in Shanghai and Beijing to ban middle schools from basing enrolment decisions on awards won in competitions, Fan said a talent-screening mechanism based on school and university pre-enrolment tests still existed.

When selecting pupils, top middle schools place a premium on awards won in academic competitions in a range of subjects, ranging from mathematics and Chinese composition writing to public speaking and English.

And the academic excellence achieved by such the top private schools is often based on emphasising study above all else, with teachers assigning excessive amounts of homework and giving pupils frequent tests.

The education authorities say pupils in grades four to six of primary school should do only an hour of homework a day, but a survey by the China Youth and Children Research Centre found two-thirds did one hour and 40 minutes of homework each weekday and four-fifths did two hours and 50 minutes of homework each weekend day.

All that study sees children having little spare time and not enough sleep.

A circular issued by the State Council a decade ago recommended that primary school pupils sleep for at least 10 hours a day, and that junior high school students sleep for nine hours a day. But according to an investigation by Shanghai’s education commission last year, half of primary grade four pupils slept for less than nine hours a day and 88 per cent of junior high grade three pupils had no more than eight hours of sleep a day, Xinhua reported.

Despite the ban on schools taking competition awards into consideration when allocating places, parents still value them.

“If they don’t look at competition awards, what criteria will these elite schools adopt?” said Wang Jingxuan, a Shanghai woman whose son is in grade two at primary school. “I think all other benchmarks are quite subjective and random, and it would lead to corruption if the award standard is dropped.”

Wang applied for a place in an extracurricular mathematics class for her son last month and said he needed to learn more outside school.

“All of my friends and relatives have sent their kids to extracurricular classes,” she said. “I can’t be the exception, otherwise my boy will be left behind in his studies.”

Fan said class distinctions had become starker on the mainland and middle-class families’ fears that their children could slip down the social ladder without a good education were adding to the pressure on young pupils.

Peking University sociologist Zheng Yefu said giving children vast amounts of homework was not wise and that sending children to extra academic classes was the result of a “conspiracy” between parents and teaching institutions to “bully kids”.

“It’s silly for parents to let their kids study so much and for so long at a young age,” he said. “When the kids grow older, it’s quite likely that they will lose interest in their studies and lose momentum in competition.”

Zheng has been a frequent critic of the education system, but not every parent listens to him.

“I have always been high-handed when it comes to my daughter’s study and I won’t let her relax for a single moment,” Ji said.

However, she did say she felt sorry that so much pressure was put on Amy and her classmates.

“When it’s sunny, she can’t go outside to run and play,” Ji said. “When she’s got a fever, she still has to attend maths classes.”


Leave a comment

大學聯招,該如何進退?

信報財經新聞
教育講論
2016-09-17

曾志滔

新學年正式開始,意味着過去一屆文憑試畢業生的前路大致塵埃落定,或升讀大專課程,或出國留學,甚至投身職場,各人都展開了人生的新一頁。在中學裏,升學輔導/生涯規劃老師亦正為新一屆的中六生而忙碌,包括準備升學資訊,安排同學參觀院校開放日,教導他們撰寫個人自述和製作學習檔案,並為同學提供生涯諮詢輔導。

儘管新學制強調「多元出路」,但大部分同學仍然以「入大學」為首選目標。同學選擇課程時,往往只着重收生分數。坊間有個別「升學輔導機構」推出收費的「計算器」,聲稱能夠準確推算同學入讀某學系的機會率,間接助長了同學不問興趣,但求「碌入」的不良心態。根據聯招處的統計數字,近3年在派位結果公布後放棄獲派課程的個案急劇上升。2014年約有3900宗,2015年超過5900宗,2016年更有超過7000位同學放棄所得課程(包括學位、副學士及高級文憑)。他們大多表示:選科排序時但求取得一個學額,得悉派位結果後,又覺得獲派的並非自己感興趣的學科。因此選科過程中,同學必須認清自己的能力、志向和興趣,選擇和自己整個人配合的學科,而非盲目受收生分數、競爭情況、就業前景等因素影響。

本港的大學聯合招生辦法(簡稱聯招)中,同學可以選擇20個學位及副學位(即副學士及高級文憑)課程。成績出眾,而且志向清晰的同學,當然可以勇往直前,向着心儀學科的要求進發。但筆者也建議這些同學應作多手準備,按「正常發揮」、「超水準發揮」和「表現失準」三種情況部署。然而,根據筆者的輔導經驗所見,成績好的同學,亦不等於了解自己的生涯方向。有些人自覺一向是高材生,不選擇「神科」(即競爭激烈、收生分數數一數二的課程)會心中有愧,深感不安。他們的家長和老師,甚至會有「你唔揀某某科,嘥咗你喎!」的意見。可知他們的期望,會對同學們構成沉重的壓力。若然同學希望發展的方向不是傳統的「賺錢」科目/專業,自身志向和家人的意願之間往往有很大的落差。輔導這些同學時,老師往往要花很大的氣力,讓同學釐清眼前的選擇究竟是自己心中所想的,還是單單為了滿足他人的需求。

勇敢說出想法

我們鼓勵年輕人和家人溝通,勇敢說出自己的想法。我們相信,父母強勢地替快將成年的子女作升學選擇,無非是擔心仔女「年紀太小,不懂選擇」或「入世未深,會做錯決定」,說到底都是出於對子女的一份關懷。倘若同學們能夠向家人清楚地展示自己已充分掌握課程和相關專業的資訊,並能夠清晰地表達自己為何喜歡這門學科,又怎樣配合自己的性格和職業志向,父母定必為子女的成長所打動,並給予最大的支持。

有些同學,對着海量的升學資訊,也許會茫無頭緒,跟老師討論他的選擇時,呈現出一幅雜亂無章的圖畫:20個聯招選擇,4個商科、4個會計、3個工科、又法律又醫護。人縱然可以有廣泛的興趣,但來到大學選科的關口,應該把學科興趣概括為2至3個的範疇。幾個範疇之間,亦應該呈現一些共通性。我常鼓勵「大包圍」式的同學,指出課程選擇之間有什麼相似的地方,例如它們對就讀同學要求的能力,或者就讀那些學科/從事有關行業的人普遍呈現的性格特徵。若說來說去都是結巴巴的,不用老師指點迷津,同學們也會紅着臉,自覺有重新執整的需要。有時候,我更以小組形式進行選科的生涯輔導,讓朋輩成為彼此的鏡子。選擇「古靈精怪」的傢伙,朋友們自然爭相指出他考慮不周之處。至於提出意見的同學,從中亦獲益不淺。

保持開放態度

大學聯招即將開始報名,首輪截止日期為12月初。筆者建議同學和家長保持開放的態度,多透過大學的資訊日、網頁等,認識不同的學科,特別是只有大學才開設的非一般學科,例如「園景設計」、「分析和檢測科學」、「環境保育」、「文化研究」等——它們很可能是年輕人未來的一片天。同學們亦要把握時間,認真了解自己的個性和發展方向。畢竟師長、家人、朋友都只能夠給你意見,人生的抉擇必須由自己承擔。

撰文:曾志滔
香港輔導教師協會主席