校長的話 (十一)
「短板」教育
     最近我參與了校內一個十分有意義的活動,名為「長幼同心辯論會」。顧名思義,這活動是由一班長者與學生們共同進行的一場辯論比賽,辯題為「入住安老院舍是讓長者獲得全面照顧最佳選擇」。當日,長者隊伍個個精神矍鑠,雖已退休多年,但寶刀未老表現令人眼前一亮,絕不比年輕人遜色;而我校學生亦不敢怠慢,在老師的指導下作好準備,從容應戰。

 

     最後結果如何?並不重要,在整個辯論過程中,同學們能藉著辯題深入探究及了解長者入住安老院的問題,當中帶出一個很重要的訊息,就是我們不要忽視一班曾為社會付出過的長者,他們在退休後往往缺乏社會的關心及照顧。活動舉行之前,學生們曾到長者中心進行訓練,雖然兩代的參賽者年紀相差超越半個世紀,但在訓練時的互動及交流中,長者們有機會分享他們的人生經歷及退休後生活,而學生們均細心聆聽並給予關懷,我相信這份同理心及慈悲心的培育,對學生們日後成長及待人接物有莫大的裨益。

       

 

     美國管理學家彼得提出的「短板理論」學說指出,一個由多塊不同長度木板構成的木桶,其盛水量的多少,決定的關鍵因素不在最長的板塊,而是最短的板塊。在教育角度來看「短板理論」,可以看作是學生學習的情況,學生有他的強項,也有不足之處,作為教育工作者應盡量幫學生去修補他們的「短板」或不足,因「短板」限制了他們日後發展的高度。

 

     時下社會重視成績,成績優異會被視為通往成功的金鑰匙。然而坊間卻常稱本港學童是「高分低能」,有本港大學與英國大學的最新研究發現,港童心智解讀能力(Theory of Mind),即設身處地理解他人心理的能力,遠遜於英國同齡學生,這點會否正正就是學生學習路上的「短板」? 不重視培育學生的同理心,意味著他們日後在與人相處方面,將面對很多困難。廿一世紀的教育十分重視共通能力及人際關係,所以當我們追求卓越成績的同時,勿忘記培育孩子的同理心及慈悲心。

 

蘇家樑校長

 


 

     Recently, I have joined a very meaningful activity at school. It is called ‘A Debating Meeting with the Youths and the Elderly’. As self-explanatory, this activity is for a group of the elderly with students to conduct a debate competition, and the motion is ‘Living in the elderly homes is the best choice for the elderly to receive comprehensive caring’. On that day, all elderly members were full of energy. Old as they were, their debating skills impressed everyone, comparable to those of the youths; our students got well-prepared for the debate under the supervision of teachers.

 

     What is the debate result? It is unimportant at all because throughout the debate, students have an in-depth study and an understanding about the problems when the elderly move to the elderly homes. An important message has been delivered, and this is: we must not neglect the contribution to society made by the elderly before, and they lack concerns and care from society after retirement. Prior to organizing the activity, students have gone through training at the elderly centre. Despite the wide age gap over half a century among the competitors, during interactions and exchanges at the training, the elderly can have an opportunity to share their life experiences and lives after retirement; whereas every student listen and show their care. I believe such nurturing of empathy and compassion is greatly beneficial to students’ growth and manner.

 

     Peter Drucker, an American management theorist, puts forward the ‘Wooden Bucket Theory’, pointing out that the capacity of a bucket made of wood with different lengths depends on the shortest piece of wood, but not the longest one. From the educational point of view, students have strengths and weaknesses in learning. Being an educator, we should try our best to improve their ‘weaknesses’ as they restrict them from further development in future.

 

     Nowadays, society focuses on academic results, and academic excellence is regarded as the key to success. However, Hong Kong’s students are often labelled as ‘high scores with low abilities’ in general public.  There is the latest research conducted by a local university and a university in the UK discovering that Hong Kong children’s ability to attribute mental states to others (Theory of Mind) is much worse than that of the UK. Is this the ‘weak point’ of students in learning? Paying no attention to cultivating their sympathy means that they will face many difficulties in getting along with others in future.

     Generic skills and interpersonal relationship are essential in the twenty first century. We should not forget to nurture children’s sympathy and compassion while striving excellent results at the same time.

 

Mr. So Ka Leung
Principal

佛教葉紀南紀念中學 Buddhist Yip Kei Nam Memorial College
訪客人次: 3911887
地址: 香港新界青衣長青邨
Address: Cheung Ching Estate, Tsing Yi, N.T., Hong Kong
電話(Tel): 2495 3363
傳真(Fax): 2433 9009
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