Teachers' Sharing

Teaching at the university level is both a privilege and a responsibility, particularly when guiding students through subjects that are conceptually demanding yet fundamental to their academic growth. Over the years, I have taught several biochemistry-related subjects and served as a supervisor for Final Year Projects (FYPs). My teaching philosophy centers on making complex topics accessible, engaging, and relevant, while fostering a supportive learning environment that encourages students to think critically and independently.

A significant portion of my teaching portfolio involves biochemistry, a discipline often perceived as challenging due to its heavy workload and abstract concepts. To address this, I break down intricate ideas into manageable components and use analogies, visual aids, and real-world examples to bridge the gap between theory and application. For example, when teaching metabolic pathways, I connect them to familiar biological processes or highlight current biomedical research, helping students appreciate their real-world significance. I also incorporate problem-based learning and case studies that prompt students to apply their knowledge in novel contexts—deepening conceptual understanding while honing problem-solving skills.

Another challenge in teaching biochemistry is the large number of metabolic pathways students must learn, such as glycolysis and the TCA cycle. To reduce rote memorization and promote analytical thinking, I provide students with a comprehensive information sheet containing all key pathways for mid-term quizzes and final exams. This approach allows them to focus on understanding mechanisms and relationships rather than memorizing details. My assessments are designed to encourage critical thinking and synthesis of information, and I offer tutorial sessions to help students practice these skills in a supportive environment.

Beyond the classroom, I place great emphasis on developing students’ research skills through the Final Year Project (FYP)—a hypothesis-driven, hands-on research experience conducted under my supervision. My goal is to cultivate intellectual curiosity, independence, and resilience in the research process. While I provide guidance and structure, I encourage students to take ownership of their projects, ask meaningful questions, and learn from setbacks. It is deeply rewarding to see my students progress beyond the undergraduate level—several of those I supervised have gone on to pursue postgraduate studies at prestigious institutions, often attributing their FYP experience as a turning point that shaped their academic trajectory and strengthened their competitiveness.

Ultimately, I believe that effective teaching extends beyond the transfer of knowledge—it is about inspiring lifelong learning, curiosity, and confidence. By continuously refining my teaching methods and responding to student feedback, I strive to create an inclusive and stimulating learning environment where every student can thrive, regardless of the challenges posed by the subject matter. Through my teaching and mentorship, I hope to empower students not only to master difficult concepts but also to develop the skills, mindset, and confidence needed to excel in their future endeavours.

探索艱深概念的教與學之道：我的教學與導師理念

在大學任教既是一種榮譽，亦是一份責任，尤其是在引導學生理解那些既具挑戰性又是學術發展基礎的科目時。多年來，我教授過多門與生物化學相關的課程，並擔任多位學生的畢業專題研究導師。我的教學理念是讓艱深的主題變得易懂、有趣且具實際意義，並營造一個充滿支持與啟發性的學習環境，鼓勵學生培養批判思考與自主學習的能力。

生物化學是我教學範疇中的主要部分之一，這門學科以內容繁重與概念抽象而聞名。為了幫助學生克服這些挑戰，我將複雜的概念拆解成可理解的小單元，並透過比喻、視覺輔助工具與真實案例，協助學生將理論與實際應用連結起來。例如，在講解代謝途徑時，我會將其與熟悉的生物過程作對比，或介紹最新的生物醫學研究，讓學生理解所學知識在現實世界中的重要性。同時，我設計了以問題為本的學習活動與個案研習，引導學生將所學應用於新情境中，以強化概念的理解與解難能力。

生物化學課程的另一挑戰在於學生須掌握理解不同的代謝途徑，如糖解作用及三羧酸循環，往往令學生感到負擔沉重。為了減少死記硬背的壓力，並將重點轉向分析與理解，我會為學生提供一份包含所有主要代謝途徑的資料表，可於期中測驗及期末考試中使用。這樣，學生就能有更多時間投入於理解機制與關聯性，而非單純死記。我的評核設計亦圍繞批判性思維與綜合分析，並透過課後輔導課協助學生訓練這些技能。

課堂以外，我亦十分重視透過畢業專題研究來培養學生的科研能力，讓我協助學生以假設為導向，在實驗室進行實踐性研究。我的目標是啟發學生的求知慾、研究能力與獨立思考。在提供必要指導的同時，我亦鼓勵學生嘗試思考自己的研究方向，勇於提問並在面對挫折時培養堅毅的解難精神。看到學生在本科畢業之後繼續取得進步，尤其令人欣慰。不少在我指導下完成畢業專題研究的學生，現已入讀國際知名學府的研究院課程，並表示在我實驗室的研究經驗是影響他們學術發展的重要轉捩點，同時提升了他們申請頂尖課程的競爭力。

最終，我深信有效的教學不僅是知識的傳遞，更在於啟發學生終身學習的熱情、好奇心與自信。我不斷改進教學方法，並積極回應學生的意見，致力營造一個具包容性、啟發能力與挑戰性的學習環境，讓每位學生都能在艱深的學習旅途中茁壯成長。透過我的教學與導師工作，我期望學生不僅能掌握複雜的概念，亦能培養在未來學習與事業發展中所需的能力、思維與信心。