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Thursday 16-Jul-2015
A-level 改革來得太遲?新的困局?(上) (中文版)

(一) 改革的曲折
 

九十年代後期,A-level被認為流於規範及缺乏選擇,英國政客為此搞盡腦汁,希望就A-level改革尋找出路。最終,「課程2000」於2000年9月誕生,讓中六學生在首年預科生涯,接觸更廣闊的學科範疇,毋需一開始就選定未來兩年要應付的三個A-level科目。改革亦引入了AS-level,學生可以在首年選修多個學科,考取與A-level有所不同的資格。時至今天,甚至未來幾年,中六學生仍要面對A-level地位歷盡考驗的挑戰。一直以來,A-level資格都是學界及僱主信赖的標準,我們是否應該改變此行之有效的制度?
 

教育部要合拼A-level及AS-level成績而得出一個總分,課程要壓縮成兩年六個學習模組,學生在中六及中七(或稱預科第一及第二年) 都要參加公開試。當人人說選擇是生命的趣味,那學生有選擇嗎?工黨政府提議學生在中七選定三科之前,修讀四至五個AS-level科目,涵蓋文、理、人文、語言,四大科目範疇。理論上是可行的,但實際如何?我還清晰記得當年的模組系統。由GCSE課程過渡至A-level已並非易事,加上中六學生要在三個月課程後參加AS-level考試,簡直難上加難。海外學生還要適應課程要求的「批判思考」。三個月的學習時間實在太短。結果,我在AS-level經濟科只考得中等成績。本來是我最喜愛的科目,但信心彷彿被這扭曲的考試制度打敗了。
 

有說學生不斷重考、不斷重交習作以爭取高分,導致「成績膨脹」。我也是當事人之一,重考讓我取得近滿分及A級成績 (想當年是還未引入A*的時代),但我會說好成績是努力的成果。學生習慣了這種第二機會的模式,未必能在大學教育或工作時把握機會,全力以赴。或許預科學生應該在兩年的學習累積知識及經驗,畢業前完成一項較大型的習作;而不是在三個月課後進入試場考試。

 

為何要改造AS-level 和 A-level?

本文提出了A-level 改革的一些歷史原因。總括而言,師生都因為太多重考及每年三個學習模組 (大部分科目已於2008減少至兩個) 而疲於奔命,直接導致教育部必須要回應改善這現象。最後,我一定要指出,AS-level及預科第二年課程內容的不連貫。模組間的內容設計難於銜接,學生就算經過兩年的學習,學科知識仍然不夠全面及零碎,這是我學純數的經驗。如果師生可用兩年時間去發掘、學習課程,教學效能會更加理想。



Samuel Chan
譯著: Kennes Tong

資料來源:《英文虎報》

如要了解更多英國升學資訊,請致電31840152 聯絡Samuel (英識教育創辦人,升學顧問)。

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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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