The First Six Years 1963-69

Subsequently, Professor A.G. L ehmann , Professor o f French at the University o f Reading, and Dr. J .V . L oach ， Registrar o f the University o f Leeds ， visited Hong Kong to advise the University on teaching methods. They used the report o f the Committee on Teaching Methods as the basis o f their enquiry. The ir comments and recommendations were set forth in a report submitted in March 1965. In May 1965 ， the Senate not only enthusiastically endorsed both Reports, bu t also gave fu ll support to the Colleges in their effort to map out carefully the steps to be taken ， beginning in September 1965 ， to implement the proposals in an orderly manner. Unanimous agreement was reached on : (1) Introduction o f small-group teaching (2) Reduction o f lecturing hours (3) Reduction o f course-content and introduction o f new syllabuses (4) Streamlining o f College curricula (5) De-emphasis o f examinations. Considerable progress has been made since implementation o f the new teaching methods and continuing review and evaluation o f the effectiveness o f the new system are being conducted. In the 1965/66 academic year two papers were presented to the Senate: (I) “ Crucial Questions on Teaching Method" and (2) “ Teaching Me thod : Further Steps in Implementation ” recommending ， inter alia ， that the basis o f undergraduate education be broadened, that the first-degree standard should be for a general degree ， and that the teaching load o f the academic staff should be reasonably r e duced to give them time to do research. To achieve this aim, i t was proposed: (1) to reduce the number o f course examinations (2) to reduce the number o f courses (3) to streamline the course contents (4) to increase the number o f courses given on an inter collegiate basis. The Senate also resolved that the Boards o f Studies should work out “ core” programmes for major as well as minor subjects. The aim o f the “ core” programmes was to reduce the number o f re quired courses in each subject field to a minimum, thus freeing the teachers for tu to ria l work and more research, and also giving the students greater freedom to exercise their intellectual curiosity. The “ core” programmes were mapped out by each Board o f Studies and submitted to the Senate for approval before August 1966. 33