香港科技大學
2009-2010
年報
14
HKUST 2009-2010 Annual Report
15
教與學
Teaching and Learning
科大一個主要的目標是確保開始實施四年制課程後，就讀
三年制學位課程的學生亦會因為課程的變革而受惠。2012
年起，本校將同時有三年制及四年制的本科生。我們對兩
批學生同樣重視，在規劃過程中會照顧所有學生的需要，
確保過程進展順利。
實施四年制課程後，本科生將有更多機會在課堂以外進行
實地體驗。屆時全體學生均須修讀大學核心課程，課程的
比重相當於一個學年的時間。
大學核心課程
現行三年制課程中的通識教育採用以學院為本的分配模
式。為提升新四年制本科生課程的水平，科大將採用涵蓋
多個學科的大學核心課程，各單元定位清晰，合共約佔四
年制課程中的一個學年。課程將採用新的教學模式，旨在
促進個人發展、推論能力及提升公民意識，並培育學生的
德智美等素質。課程分為藝術及人文科學、社會分析、科
學與科技、計量推理及中英傳意各個類別，各有既定的學
分要求。此外，學生必須修讀不計學分的健康生活模式單
元。
本科生教務長辦公室負責領導設計核心課程的安排，尤其
注重傳統學科以外的領域，希望能擴闊學生的學習興趣，
並計劃於來年試辦40多個新課程。大學將開辦表演藝術等
新課程，並已舉辦多個試驗性的課堂及工作坊，徵詢外界
意見，以及探討其他管理模式。
科大亦已著手重組及修改現有課程，以配合日後核心課程
的需要。改革預計將於一年內完成。
研究生教育
在2009-10學年，本校的研究生人數為3,507人，較去年
增加6%，其中1,310名研究生修讀研究學位課程，其餘
2,197名研究生則修讀修課碩士課程。在修讀研究學位課
程的學生中，約三分之二為博士研究生，其餘為哲學碩士
研究生。大學本年度內有489名教授（包括常任及客席教
授），而教授與研究學位學生的比例約為1:2.7。
研究院研究學位課程
近年，研究生當中的比例出現了變化，哲學博士研究生的
比率正逐漸增加。雖然變幅不大，但回顧過去數年的數
字，這趨勢很可能會持續。
2009-10學年，本校繼續提高研究院國際研究生的數目。
目前43名研究院研究學位學生來自香港、中國內地、台
灣及澳門以外的25個國家；科大將繼續招收更多國際研
究生。
科大研究生亦前往海外進行研究實習，學年內共有11位
高年級哲學博士生獲得本校的海外研究實習計劃資助，可
在海外的研究實驗室實習達六個月。這些大學包括劍橋大
學、卡尼基美隆大學、密歇根大學、西北大學、多倫多大
學及耶魯大學等。計劃讓科大的哲學博士生有機會與海外
研究人員合作，體驗截然不同的文化。
Management, and Humanities and Social Science. The
University has embarked on the development of courses
for the new degree and is preparing for interdisciplinary
studies that will embrace all our Schools.
The new degree has been designed as a reinvention of
undergraduate education at HKUST, with a curriculum
that is more flexible and more open for students to
pursue their own academic and career goals. New
students will enter a School and will be able to defer
their choice of a major for at least two semesters. Majors
are also being set up to allow greater choice and more
time for electives.
One key objective for HKUST is to ensure that students
in our three-year degree programs benefit fully from
enhanced programs as a result of the changes being
made. After 2012 the University will be working with
cohorts in both three-year and four-year undergraduate
programs. All our students are equally valued, and
managing this double-cohort period smoothly is our key
objective regarding planning for the transition.
With four years of study, undergraduates will have more
opportunities for experiential learning out-of-class. All
students will take courses under the University Common
Core, which cover the equivalent of one full year of
study.
Common Core Curriculum
General education in the existing three-year program
has been delivered through a school-based distributional
mode l . As pa r t of the e ffor t s to advance our
undergraduate education in the new four-year program,
the University has opted for a common core program
with distinctly defined components that span a broad
spectrum of areas covering almost an entire year of
study in the future four-year curriculum. The program
aims to adopt a new pedagogical model that promotes
personal development, moral reasoning and a sense
of citizenship to help students attain certain attributes
such as basic human values, intellectual qualities,
broad general knowledge, and cultural appreciation.
Courses will be organized under categories of Arts and
Humanities, Social Analysis, Science and Technology,
Quantitative Reasoning, and English and Chinese
Communication, each of which will carry a prescribed
credit requirement and a non-credited Healthy Lifestyle
component.
The Office of the Dean of Undergraduate Education has
been spearheading this effort particularly in areas beyond
traditional subjects with a view to igniting students’
interest in expanding their scope of learning. As a result,
over 40 new courses are set to be piloted in the coming
year. For areas new to the curriculum such as courses in
performing arts, we have launched a number of pilot
sessions and workshops, solicited external advice, and
explored alternative management models.
The University has also started to reorganize and modify
existing courses in order to comply with the scope of
future core course requirements. The revamp is to be
completed in a year’s time.
Postgraduate Education
In the 2009-10 academic year, postgraduate enrolment
stood at 3,507, a six per cent increase over that of the
previous year. Among postgraduate students, 1,310
were research postgraduates, and the remaining 2,197
were on coursework master’s programs. Among the
research student population, about two-thirds were
doctoral students and the rest MPhil students. With 489
faculty members, including both regular and visiting
members during the year, the ratio of faculty to research
postgraduates was about 1:2.7.
Research Postgraduate Programs
In the past few years, there has been a shift in the
composition of the research student population — the
PhD population has gradually increased in percentage
terms. Although the shift is gentle, it is likely to be a
continuous trend, based on the pattern established in
recent years.
During the 2009-10 academic year, the University
continued to enhance internationalization among its
research postgraduate population. The current 43
research postgraduate students coming from places
other than Hong Kong, Mainland China, Taiwan and
Macau represent 25 nationalities. Efforts to recruit more
international postgraduate students will continue.
