今年6月12日，筆者在本欄以「課程設計和合作共贏的感受」為名發表了兩篇文章，說明了筆者在2021至2022年度指導香港中文大學一間書院的畢業生進行通識教育期終研習報告，以8個角度分析學生在畢業前所提交的個人反思報告[i]。
正如過去多年一樣，筆者今年再有機會教導這一科。本文以科目的性質、協作、應用、學出望外和社會化學習5個角度，閱讀5個學生的個人反思報告。
科目的性質
當我收到書院的通知，知道通識教育的研習報告需要一組人從頭開始，運用自己的創作能力和對日常生活的觸覺和關注，選擇屬於自己的研討題目，並要提出獨到的解決方法去改善社會的問題時，我對自己能否勝任這份工作感到懷疑。是次研習與以往護理系的論文作業不同，沒有清晰的方向和指引，可以讓學生自由發揮，研究自己感興趣的議題，反而難倒我這個欠缺創意的人。（HZ）（英文字母代表學生的名字，下同）
對我而言，我本身是一個非常喜歡「折騰」的人，日後也期望在工作幾年後出去創業，因此這個本身就很具有初創性質的FYP（期終研習報告的簡稱），也變成了我小範圍創業嘗試的一次寶貴經歷。（JY）
我對伍宜孫FYP的課程設置也感到奇妙，因為我沒想過它竟然如此的自由：topic隨意選擇，也沒什麼限制，給足空間讓我們盡情發揮自己的想像力和創造力。教授不僅不會限制，還會給予很多對我而言重要的指引和鼓勵。每一次的對話我都格外珍惜，也時常會感慨這種跨越年歲與地域差異的交流，是如此的神奇和具有啟發性。（JY）
協作
如果只懂得站在自身的角度出發去思考，永遠都會有視野的盲點。就像這次，我就沒有考慮到其他組員本科課程的繁重。與此同時，不同的同學對個人的要求、處事的風格不盡相同，我不應該將自己的價值觀捆綁在別人身上，而是嘗試調整個人心態，與組員共同尋求一個大家都感到舒適的解決辦法和合作模式。我自己亦要學會釋懷、律己以嚴、待人以寬、了解組員背後的原因，不要習慣批評，學會理解與欣賞組員付出的努力。若然要堅持自己的想法，需要向組員解釋自己的做法，希望得到他們的諒解。這次的經驗，為我在以後的待人處事，上了寶貴的一課。（HZ）
可惜事與願違，組員們依舊遲到逾一小時以上，我們亦為此爭執了一個多小時。我討厭這種低效且為做而做的會議，便開門見山地與組員一同討論如何可以讓我們的行程變得有效且節奏明朗。我們的爭執火藥味十分濃郁，大家開始毫無保留指出組員之間的一些缺點，但同時我們也一同想方法協助不同的成員解決他們的難處以及調校每個人的工作量，並在之後的會議中高效運作起來。（CW）
在做這個相對來說具備開創性的項目的時候，不像平時major或其他課上，按部就班地寫好教授布置下來的作業就完事了。更多時候是要去從一個創業者的思維去考慮。要想怎麼去開拓市場、找誰合作、合作什麼內容、拿什麼資源去談合作、怎麼進一步擴大市場、怎麼分配資源和精力；既要顧全大局，又要親自抓好細節，總是瞻前顧後，避免顧此失彼。茫然無措和焦頭爛額都是家常便飯，甚至在自己倍感壓力的時候，還需要分一些精力去鼓舞士氣，為組員提供情緒支撐（因為誰都有自己的情緒低谷，包括我自己）。（JY）
應用
這次的街頭訪問，成為人生重要的嘗試。加強了自己的觀察力，對於往後在自己專業領域的發展也有所裨益，細膩的觀察讓我能清楚和領會病人的感受和需要，提供適切的護理和治療。想不到在通識課程的所學，可以應用在本科專業，並相互契合。（HZ）
Attending this course brought me a lot of fatigue mentally and physically as I had to deal with the workload of the project alongside the pressure of other courses and job seeking. Also, there was so much brainstorm and argument going on both within our group and between groups. Nonetheless, it was beneficial for my personal growth. It was very rewarding. I was taken out of my comfort zone as I was faced with a topic totally irrelevant to my field of study which is pharmacy, so I was originally not enjoying the process at all. Instead, I was anxious and annoyed. However, I found it more and more enjoyable as I learnt much from other projects and when giving feed-backs. I realized how shallow my view was as I was locked in the prison of my own ivory tower. （CY）
汲取不同同學的學習與研究所得，有助啟發我的思維、打破固有的思考模式和習慣、擴展我平日思考的角度，這是任憑我再努力鑽研本科的知識，也覺悟不到的能力。（HZ）
學出望外
I have learned more from this course than any other courses in my own major （Pharmacy） as I have further developed my insight into various issues, and I have gained some new perspectives of thinking. （CY）
To wrap this up, self-exploring learning mode is definitely something new to me and many other people. Much of a contrast it is comparing to the spoon-fed mode of learning….. At first, it was uncomfortable. With relatively little guidance, through brainstorm and collision, I have grown as a student, as a thinker, as a team player and as a global citizen. I have fostered better insight into other issues, better leadership, better communication skills and the most important of all, a better person. The hike might be tough, but what I took away was invaluable to the rest of my life. （CY）
GEYS 4010 has cultivated a friendly environment for heated challenges and responses. Responding to my peers allows me to put aside my timidity in front of the authority – to solely consider the validity of their comments. I realized that I was able to face criticism. My experience of this course has indeed provided me strengths when facing criticism. （KY）
社會化學習
This intensive and inspiring course has come to an end. But I will never forget what Professor Wong said in the last lesson, “knowledge is in every one of us.” Being a passive learner in most of my school years, I never realized I, as a student, can offer my knowledge to others. The entire course serves as a platform for social learning – learning through interaction and frequent feed-backs. I might not remember the lecture notes from other courses, but I certainty remember how I responded to questions and provided feed-backs to other groups in GEYS 4010. It boosts my confidence in raising my own opinion because I know I possess valuable knowledge as well. （KY）
Furthermore, we were encouraged to provide feed-backs to the other groups. At start, it was a daunting task. However, in the process, I began to find it more and more enjoyable and rewarding as I realized that it honed my own ability to analyze the strengths and weaknesses in others’ projects. （CY）
我也在這門課上思考了無數次書院的創新志業精神的真正內涵，思考項目如何最大化地實現社會價值。另外，在課堂上我也結識了其他組的朋友。我驚訝並感激於他們原來也有這麼多的善意與鼓勵。尤其是最後一天，這些感受達到了頂峰。（JY）
Upon deeper reflection, I figured out why I enjoyed the question-and-answer section, despite my fear on criticism. Firstly, I realized that along the years, I was a passive receiver of criticism. I took the criticism and swallowed it without digestion and reaction. Unlike a typical grading on a paper, the question-and-answer section is interactive in nature. I was able to defend my argument through further articulation. Instead of being merely a receiver of comments, I took an active role in explaining myself and to “comment on the comments” during question-and-answer section – evaluating comments to see to what extent they are beneficial and suitable to the improvement of my project. （KY）
她們進行期終匯報時，我在評論環節中讚揚了她們，內容大概是我們如何透過她們的計劃從中獲益以及她們對於計劃的熱愛，這是一次由心而發的鼓勵和肯定。在此之前，其實我自小很少公開稱讚別人，她們也讓我踏出了這一步。也讓我知道很多時候並非需要一人獨自承擔和解決所有問題，明白了彼此學習、鼓勵與扶持的重要性。（CW）
小結
我很喜歡用一個學生在他的反思報告內的一句話作結：
我從沒有預期過在一個大學的課程中學習到如此多的道理和觀念行為上的改變，也算是一個意外收穫吧。（CW）
[i] 讀者如有興趣了解筆者如何處理學生在這一科的學習，請閱讀2021年6月12日和19日於本欄刊登的兩篇文章。
