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Tuesday 10-May-2016
競爭惡性化

在英國讀書時,團隊合作和獨立生活是兩個頗為兩極,但同時都要學會的兩種soft skills。

 

團隊合作簡而言之就是無論在運動、學習或課外活動各方面都要和參與者們合作完成。踢波有人做前鋒有人守龍門、唱choir有人高音有人低音,總不能一個人踢一隊唱一團。

 

而獨立生活,則是學生透過與人合作而學會的技能,比如說有人識衝力射球,有人識鐵布衫守龍門,互相學習,就兩樣都識。所以兩種極端soft skills好像太極一黑一白,相輔相乘,剛柔並重。

 

在香港,學生之間合作,則是另一種現象。隨著學生長大,面對的公開試壓力開始增加。本地補習社成行成市,幫學生谷成績,鼓勵競爭心態,同枱食飯各自修行,書,各有各溫。基於大學學位有限,公開試成績拉curve的緣故,這種競爭慢慢惡性化,不合作不特止,學生自己成績要好,還要別人成績差,才能夠secure自己的機會。

 

相信大家都有聽過,一些同學們考試前一定會說自己沒溫書,然後考試分數全班第一。將不明白的題目拿出來和其他同學們討論和研究的情境,不是沒有,但不多。學生們當大家拿著這種事情說說笑笑覺得有共鳴時,正代表這種現象在不少學校都有發生。雖然未致於後果嚴重,但大家都要想一想,為何會這樣?溫書都不能跟別人說?

 

問一問讀本地中學的同事,原來這種現象是自然產生的。香港中學多數有分精英班普通班,成績越普通,反而越樂意和同學交流,因為互相切磋能夠一起進步,你識一點我懂一點,加起來就兩點。成績超卓的精英班倒過來反而是不太願意和別人分享知識的一群。他們喜歡自己溫習,反覆啄磨自己的careless mistakes或錯字,力求盡善盡美,97分不夠高,要100分。

 

其實又難怪,因為他們在客觀成績上較有機會爭贏出線,一兩分都要爭取,一兩分都不可以輸給同學。成績平平的學生主要想有進步,將學不會的都學會,壓力較少,則容易投入互相學習的環境。

 

這種競爭惡性化的現象,可以帶來很嚴重的後果。壓力大不在話下,缺乏同學之間的學術交流可以導致學生失去teamwork精神、interpersonal skills和communication skills等等在大學或職場上必需具備的條件。即使撇除這種practical的問題,學生的快樂成長都會受受影響。

 

再重申一次這不是誰的問題,但這正是我們甚麼都沒有做的問題。學習就如一班人去砌一幅過萬塊的拼圖:你可以一個人完成,但總比起十個人一起砌來得慢。互相學習,互相補充對方手上沒有的砌圖,合作精神就此彰顯,學習經歷也來得深刻。So,社會是否欠缺一種鼓勵合作和分享的聲音呢?We have to think about that.



圖片:Taufik Sudjatnika

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Samuel Chan, the winner of Alumni Awards 2017, is the founder of Britannia. He had studied in the UK since the age of 9 for 15 years and achieved his master degree in International Political Economy at University of Warwick. Now he shares his experiences and professional advice in education columns in Hong Kong’s major newspapers.

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