The Difference Between You and Your Boss / 你和老闆有何區別

The Difference Between You and Your Boss Anonymous	你和老闆有何區別 佚名
When you take a stand, you’re being bull-headed; When your boss does it, he’s being firm.	你態度堅定，你是固執己見； 老闆態度堅定，他是謹守原則。
When you overlooked a rule of etiquette, you’re being rude; When your boss skips a few rules, he’s being original.	你忽略了某項規矩，你是粗野無禮； 老闆省卻幾項規矩，他是別出心裁。
When you please your boss, you’re apple-polishing; When he pleases his boss, he’s being co-operative.	你討好老闆，是奉承拍馬； 老闆討好大老闆，是密切合作。
When you’re out of the office, you’re wandering around; When your boss is out of the office, he’s on business.	你不在辦公室，你是四處遊蕩； 老闆不在辦公室，他是因公外出。
When you have one too many drinks at a social, you’re a drunken bum; When your boss does it, he appreciates women.	你應酬赴會喝多了，你是醉漢酒鬼； 老闆喝多了，他是陶醉於醇酒美人。
When you’re on a day off sick, you’re always sick; When your boss is a day off sick, he must be very ill.	你病休一天，可見你無時不病； 老闆病休一天，足證他重病在身。
When you apply for leave, you must be going for an interview; When your boss applies for leave, it’s because he’s overworked. (This was seen posted in an office hall of a certain investment bank in the financial zone of Hong Kong Island; author unknown.)	你請假，準是去面試求職，存心跳槽； 老闆請假，因爲操勞過度，理當休息。 (英文源文張貼於港島金融區某投資銀行辦公大廳；無作者署名。) (Translated by Allen Zhuang)

香港教育改革的新分水嶺 / A New Watershed in Hong Kong’s Education Reform

香港教育改革的新分水嶺 李慧玲	A New Watershed in Hong Kong’s Education Reform Lee Huay Leng
香港教育統籌委員會五月初公佈了《教育制度檢討改革方案諮詢文件》，對從幼稚教育到高等教育提出全盤改革的建議，在三個月咨詢期過後，總結公眾意見便可交由政府落實。這個《改革方案》，相信將成為香港教育史上又另一個分水嶺。	EARLIER this month, the Education Commission (EC) of Hong Kong publicised a document proposing an overall education reform extending from kindergartens to universities in the Special Administrative Region. After three months of consultation with the public for feedback, the plan will be implemented by the SAR government. The EC’s document, entitled Excel And Grow – Review of the Education System Reform Proposals: Summary of Consultation Paper, will go down as a new watershed in the history of education in Hong Kong.
《改革方案》將是香港自擺脫殖民統治，回歸中國以來首次為自己未來的教育政策制定總藍圖。	This will be the first time that Hong Kong has ever drawn up a blueprint for its own education system since it returned to the Chinese sovereignty in 1997.
根據學者分析，香港教育政策上一個分水嶺是在1982年11月港英政府發表的《香港教育透視——國際顧問團報告書》。	The last comparable event, according to experts, was in November 1982 when the Hong Kong-British authorities publicised A Perspective on Education in Hong Kong: Report by a Visiting Panel.
在這份報告書公佈之前，教育政策發展的基調是擴充學額及實施九年強制教育。	Hitherto, educational policies in Hong Kong had been focussed on increasing school vacancies and enforcing 9-year compulsory education in the territory.
報告書問世之後，建議成立由本地教育專家與機構參與的教育統籌委員會，進行較全面策劃、擬定政策及監察效果，反映出港英政府有了統籌教育的意識。	Then, A Perspective on Education in Hong Kong suggested that an Education Commission including local experts and institutions be set up to draw up plans, make policies and check on their implementation. This signalled a change in the mindset of the colonial government, which was starting to see the need for overall planning in education.
而隨著80年代中期以後香港政制的改變和開放，教育政策的制定不再全部落在政府手中，民間諮詢與實際教育工作者參與的程度也隨之提高。	In mid-1980s, Hong Kong embarked on a process of opening-up in its political system. Policies on education were no longer made by the government alone. The public were consulted with, and practising educators became more involved in decision-making.
教育統籌委員會從1984年至1996年共提呈了7份報告書，對教師專業、教育語言、成績評核等課題提出過個別建議。1997年行政長官董建華上臺後，委任以他的變相內閣行政會議成員梁錦松為首的教統會，全盤檢討教育制度，制定新世紀的教育目標。	Between 1984 and 1996, EC produced seven reports altogether, making suggestions on various issues such as the specialising of teachers, the language of instruction, and the assessment of performance. After taking over as Chief Executive of Hong Kong SAR, Mr Tung Chee Hwa entrusted EC then headed by Mr Anthony Leung Kam-chung, member of his de-facto Cabinet, with the task of overhauling the education system and setting goals for the 21st century.
教統會從1999年1月至今，已進入第三個諮詢期，除了參考上海、韓國、臺北、新加坡、日本和芝加哥等地的教育改革情況，也廣泛聽取公眾意見，通過媒體促進溝通，使整個關係香港前途的教育藍圖制定過程更加透明。而財政司除了常年撥款，今年也預留8億港元(約新幣2億元)作為教育開支。	Now EC is in its third round of public consultation since January 1999. Besides drawing upon the education reforms going on in Shanghai, South Korea, Taipei, Singapore, Japan and Chicago, the Commission has sought suggestions from the public and enlisted the media’s help with communication between government and the public. This has helped render the policy-making in education more transparent. And a sum of HK$800 million (about S$200 million) has been earmarked this year by the Financial Secretary for educational expenditures in addition to the annual budget allotment.
這個過程本身對回歸不到三年，自己當家作主的香港，具有深刻的意義。香港一所大學的副校長過去曾經公開批評，特區政府不能夠像港英政府時代，抱著“教養別人的孩子”的心態而吝於撥款，缺乏眼光。	The process as a whole carries great significance for Hong Kong, which has become its own master now. As noted earlier by the deputy vice-chancellor of a local university, the SAR government should not grudge allotting funds for education as did the former Hong Kong-British authorities, who were reluctant to spend resources on “the upbringing of others’ children”.
此次，特區政府必須在展示了它的開明之際，同時確保港府在教育政策上區別於殖民地政府，具有長遠的眼光與廣闊的視野。	At present, the SAR government should make sure that it pursues an educational policy different from that of the colonial government, and that it has vision and insight in the long-term interests of Hong Kong.
更重要的是，教統會的《改革方案》最終必須能夠提高教育素質。將它放在整個亞洲地區的教育改革之風當中來考量，和亞洲四小龍和其他發展迅速的社會比較起來，香港現在才準備著手處理積鬱多年的教育問題，起步並不算快，但方向卻是與其他地區相近的。	More important, the EC’s proposal must be able to help improve education. Compared with other “small dragons” in Asia now carrying out education reforms and with more developed societies, Hong Kong is a late-starter as it has just set about tackling its problems piled up for years. The orientation of Hong Kong’s reform, however, is akin to those of other places.
對照這些地區的經驗，提倡創意，建議為學生“鬆綁”，改變多年來以考試為主導的方式，並且鼓勵學生研讀跨領域的學科，似乎是大家共朝的方向。這並非偶然，而是大家為了應付新經濟時代的來臨所做出的大變革。	Here, too, creativity is being emphasised, schoolwork burdens cut down, teaching made less exam-oriented, and students encouraged to take courses in various fields. This seems to be the general trend nowadays. All countries and regions must make such changes in preparation for the advent of a knowledge-based economy.
香港改革目標中所定的目標，培養“樂於學習、善於溝通、勇於承擔、敢於創新”的學生，無疑是個值得實現的理想。然而，教育改革不可能一蹴而就，在教統會的《改革方案》中，對於站在最前線的教師角色著墨甚少。	Hong Kong’s objective of reform, namely, to bring up young people who “enjoy learning, excel at communication, and have courage for commitment and innovations”, is definitely a worthy ideal. Yet one cannot expect to achieve the goal overnight. Many problems have to be addressed. For one thing, the role of teachers has yet to receive due attention in the EC’s proposal for reform.
要培養能夠適應新制度的學生，首先必須有能夠適應和接受新制度的教師，在不放棄學生的原則下，首先不能被放棄的是教師。在教育改革當中，不可能只顧及學校制度的調整而忽略了教師。	To bring up students that meet the requirements under a new education system, there must first be an army of teachers who accept the system and can work well under it. While no student should be given up for lost, teachers should first be given care and support in the education reform. They should not be ignored while the school system is revamped.
這不只是急急地讓教師也上一系列自我提升課程，既然這是整個經濟模式和時代帶來的變革，還要照顧的是教師本身面對這場大調整的心理。	This means more than a series of self-improvement courses for the teachers. As the education reform is necessitated by changes in economy and society, teachers should be helped to adjust their mindset accordingly.
這方面的問題，相信不僅是香港所將獨自面對的，而是在所有改革的地區當中所會出現，也最容易被略過的盲點。這個改革同新加坡近來所進行的教育革新有可以比較的基礎。	Presumably, this task is not limited to Hong Kong. All the countries and regions carrying out education reforms will meet with the same problem, but will probably overlook it. In this connection, the education reform in Hong Kong can find comparable aspects in what has been going on in Singapore.
(作者為《聯合早報》駐香港特派員)	(The author is Lianhe Zaobao’s Hong Kong correspondent.) (Translated by Allen Zhuang)
[ 原載新加坡《聯合早報》2000-05-21社論/言論/天下事 ]

蛋糕 / A Cake

蛋糕 金雨田	A Cake Jin Yu Tian
女傭服務期滿，機場送行，行李入閘後，一家人和女傭話別。突然間，女傭好似想起些什麽，臉青唇白，女主人察顔觀色，問了幾句，女傭竟哭了起來。三問四不答，倒叫主人心裏有些許的過意不去。	HAVING served her contract term, the foreign maid was leaving for home, and her employer’s family were seeing her off at the airport. After the luggage was checked in, they were now exchanging the last words of farewell. Suddenly, the girl’s face paled: it seemed something was called to mind. Her mistress noticed it, and asked her what the matter was. A question or two reduced the girl to tears, but further queries drew no explanations. The lady and her husband began to feel a bit sorry for the girl.
她行李過重，雖然被埋怨了幾句，那三百多塊錢，不也是由男主人代付了嗎？女傭還是在傷心落泪。	Just now they had kind of grumbled about her overweight luggage, but then the man had paid the excess charge of 300-odd dollars for her. Yet the girl was still in tears.
女主人想，四年來，待她不薄，也很滿意她的服務，有了這位家務幫手，自己能內外兼顧，她約滿，留不住，况且人家也到了適婚年齡，不也給了她一千元紅包了嗎？	In the past four years, thought the woman, they had treated the maid decently. In fact they were quite pleased with the girl’s service as a domestic help, as this had enabled the mother to keep on working while taking care of the family. But they couldn’t keep the maid now that her contract had expired. Besides, she was of marriageable age now. So they had given her a handshake bonus, $1000 in a red packet. How come she was still sad?
想來，人非草木，或許離別在即，人之常情吧。兩個小孩，都喜歡這個安娣，今早還特地帶他們來送機呢。	Perhaps that was just human emotion, normal for the moment of parting, the lady thought. Her two little kids had grown very fond of their “Auntie”, so she had brought them along that morning for the send-off at the airport.
再問下去，女傭只好說做了一盒蛋糕，放在雪櫃裏忘了拿。嗨！原來如此。	When pursued further, the girl admitted that she had made herself a cake but then had left it behind in the fridge. So, that was why!
勸慰一番，多給一百塊錢，回國時再買一個吧。女傭哭得愈加傷心，口口聲聲媽咪sorry。好不容易揮別女傭，回到家裏，小孩嚷著要吃蛋糕，找呀找，哪有蛋糕？終于從冰凍格里拉出一個蛋糕，一刀切下，女主人大驚失色：全是首飾珠寶……	The couple tried to comfort her, and gave her another $100 so that she could buy another cake when arriving home. Upon this the girl sobbed even more bitterly, saying, “Sorry, Mummy, I’m sorry!” again and again. Finally, the family waved their last good-bye to the girl. Once back home, the children clamoured for the cake. But where was it? After much searching, they found a cake in the freezer. They took it out and cut it in two. The mother was flabbergasted to find it full of jewellery inside! (Translated by Allen Zhuang)
[原載新加坡《聯合早報》(2000)；收入《不著地族 / A Lift-Off People》(潘正鐳著、Allen Zhuang 英譯；Singapore: All Publishing House, 2002)]

通識課程關係香港未來 / General Education Matters for Hong Kong’s Future

通識課程關係香港未來 鄭培凱	General Education Matters for Hong Kong’s Future Pei-kai Cheng
學制要改革，教學科目要改革	Reform needed for school system and curriculums
香港最近出了件天大的事，然而報章的報道很少，電視新聞則根本不予報道，只有少數教育界的人士憂心忡忡，怕事件的影響會改變下一代人的一生。	RECENTLY, an event of crucial significance happened in Hong Kong but received little press coverage and even no mention at all on TV. Only a few from the educational circles expressed deep concerns, worrying the development may change the entire lives for the younger generation.
這天大的事，是教育改革的一部分，更具體地說，就是中學通識課程的制定。它正在悄悄地進行，大家熟視而無睹，腦筋裡只想著這是學校裡課程的改變，於我何干？許多社會的上層人物，包括政府領導，也把它視作單純的「教育事務」，交給教育統籌局按章辦理，再讓民眾公開諮詢一番，便可一了百了。	What occurred was part of the Education Reform or, specifically, it was the decision on General Education courses for secondary schools. It has been unfolding quietly, with the general public turning a blind eye to it, taking it as merely changes to the school curriculums, hence nothing worth their care. Top members of society, including government leaders, see it as some purely “educational matters” normally to be delegated to the Education Bureau for routine handling, and then given to the general public for some consultation. That’s all the care the matter merits, presumably.
我希望提醒大家注意，這件事關係重大，關係著香港的未來，關係著香港的下一代，甚或好幾代，關係著我們子孫後代的生活意義與品質，關係著他們對知識的認識方法與態度，關係著他們人格的培養、社會秩序的穩定、以及香港未來的經濟競爭力。	Yet I would like to warn everyone that the issue matters a great deal, that it affects the future for Hong Kong and its next generation or even generations, and that it bears on the meaning and quality of life for our offspring, how they will regard and acquire knowledge, and how their personality will develop. In a word, it impacts greatly on Hong Kong’s social stability and its future competitiveness as an economy.
大學教育太短視	Tertiary education under criticism
我們現在時常聽到社會上批評香港高等教育制度，而且是從兩個相反的角度來批評。一方面說，香港的高等教育太實用、太急功近利，過度考慮能不能馬上把文憑換成職業，能不能「學以致用」，馬上賺大錢。問題出在，把高等教育視為賺錢的敲門磚，則社會風氣瀰漫著「賺錢第一」（搵錢大晒）心態，整個社會變成賺錢的競技場，一旦地緣政治與社會環境改變，香港不再是賺錢的寶地，是否就會「樹倒猢猻散」，大家拍拍屁股走人？	Very often one hears criticisms of tertiary education in Hong Kong, and from two opposite angles at that. From one side, critics see it as too utility-focussed, too eager for quick success and instant profit, caring too much how degrees and diplomas can be immediately turned into job positions and knowledge put into use to reap big cash. The problem, they point out, lies in the perception of tertiary education as a stepping stone to lucrative careers, which fosters the popular mindset of “making money comes first”, turning society as a whole into a race-for-cash arena. Should social and geopolitical factors worsen for Hong Kong, making it no longer a precious gold mine, then should people simply leave the scene just as monkeys flee a falling tree?
另一方面則說，香港的高等教育不夠實際，許多課程不能順應世界潮流，學了「沒有用」，沒有實用價值。為什麼高等教育不能辦成職業訓練？為什麼不能把大學課程辦得「物有所值」，讓學生只學實實在在的技能？為什麼要大學生知道孔孟老莊、蘇格拉底、柏拉圖？為什麼要大學生欣賞李白、杜甫、莎士比亞？香港的資源有限，教育經費有限，大學課堂上應該只教與經濟發展、職業需求的知識，也就是「應用的知識」。至於純粹知識興趣與人文關懷探索，那是個人的事，不該浪費教育經濟這筆公帑。	Critics from the other side blame Hong Kong’s tertiary education for being impractical, failing to get the curriculums go with the world’s trend, and offering courses that are “useless”. Why shouldn’t higher education change its role, they question, to give vocational training? Why can’t tertiary schools offer courses that are “good value for money” and teach students only those really useable skills? Why should the youngsters in universities know about Confucius and Mencius, Laozi and Zhuangzi, or Socrates and Plato? Why should they appreciate poets Li Bai, Du Fu, and Shakespeare? Resources are limited for Hong Kong, they argue, and for its education sector as well. So universities should limit their curriculums to courses that teach only knowledge related to economic growth and job duties, or “applied knowledge”. As to pure zest for learning or human concern, they say, those are private affairs and shouldn’t waste public funds for education.
學生文化素養差	Students not elite now
大學生當然應該知道孔孟老莊、李白杜甫，也應該知道蘇格拉底、柏拉圖、莎士比亞、歌德。為什麼要知道？因為這是人類文明累積的智慧精華，是一代代人以血淚的痛苦經驗換來的知識寶庫，歷久而常新，總能啟迪我們，讓我們的生命活得更充實，活得有意義。	Of course, in my opinion, university students ought to know about Confucius and Mencius, Laozi and Zhuangzi, Li Bai and Du Fu, and also about Socrates, Plato, Shakespeare, and Goethe. Then, why should they? – one may wonder. They should know because those cultural figures are part of the essence of wisdom built up in civilisation, extracted from mankind’s bitter experiences of tears and blood over numerous generations. Timeless and ever fresh, they hold enlightenment for us, giving a full meaning to our lives.
然而，現在的大學與半個世紀以前的大學不同了，不單是專業化的程度加深，增加了專業學科知識課程，生源也不同了。現在大學發展的傾向是更加平民化、更為普及化，不再是少數社會精英深造的學術殿堂。生源不止是最優秀最聰慧的百分之一，而是一般化的百分之二十、三十，乃至於百分之五十以上。我們從會考成績來看，就會發現，居然有百分之二十的應試者考零分，考個兩三分就可以錄取到還不錯的科系。這裡可能有兩個問題：一是學生的文化素養與學科知識太差；二是考試制度的僵化，無法引起學生學習知識的興趣。兩個問題是互為因果，惡性循環的。	Yet, universities nowadays are no longer what they used to be half a century ago. Not only are they more specialised, with courses on professions and trades on their curriculums, but their student pool is different. The trend today is to make higher education more accessible to the populace, no longer exclusive as temples of academia for the elite few in society. Rather than the best and brightest one percent of all people, universities’ student pool nowadays is a much larger slice of the population, ranging from 20-odd to 50 percent or higher. Results of university entrance exams have revealed that candidates forming a stunning 20 percent of the total failed in every test they took. Even those who scored low marks could manage to enter university, and get enrolled in pretty good disciplines at that. Two things may account for their poor performance. Either students are poorly cultured and have studied their subjects badly, or the examination regime is too rigid to arouse their interest in learning. One leading to the other, the two make up a vicious cycle.
教育改革疑惑多	Education reforms overdue
因此，學制不能不改，教學的科目也不能不改。不但要在大學裡改，在中學裡也要改。將來在小學裡也得改。教育改革的「三三四」以及通識教育課程的提出，就是順應這種教育改革的大潮，希望改變教育惡質化的對策。	For that reason, the school system – and curriculums as well – cannot but be reformed, not only for universities but also for secondary schools. And later on, for primary schools too. With a view to introducing reforms, the new “3-3-4-year system” and General Education courses have been proposed as part of the remedy to curb the worrying trend in education.
香港的教育制度不能順應世界潮流，是大家都看到，都知道，卻一直拖著的問題。為什麼拖著？因為玆事體大，牽一髮而動全身，會惹出許多糾紛來。過去是一動不如一靜，反正死不了人，報章媒體也不管，讓它繼續爛下去吧。然而，爛到一個地步，實在不可收拾了，就會爆發嚴重的社會失衡，這也是大家都知道的。所以，教育要改革，是大家贊同的，算是有社會共識。	It has been plain and clear to everyone that Hong Kong’s tertiary education has failed to go with the changing world, but the long-awaited solution is yet to come up. Then, why the delay? Because this is a serious matter, so complex that all parties would be affected, and so delicate that lots of disputes would arise. Efforts have been put off so far, as many believe “you may go farther and fare worse”. Since nothing deadly seems likely, the press and media are happy to leave it alone while things are going from bad to worse. Yet it is also clear to everyone that, when the worsening goes beyond rescue, serious imbalance will erupt in society. Therefore, it is agreed by all that education needs reforming – at least here is consensus.
怎麼改？	Questions about reform
大家都說，現在的學生（大、中學生皆然）缺乏通識，其實就是說現代的年輕人沒有基本文化素養，很不滿意，因此，要有通識教育。問題是，通識教育教什麼？怎麼教？什麼樣的老師有資格教？什麼樣的教程才合理？	When people say students today – secondary and tertiary alike – lack general education, they mean young people today are poorly cultured. People are not pleased with the situation, and call for general education for the youngsters. Yet many questions remain to be answered, like what to teach and how, what qualifications the instructors should possess, and what kind of syllabuses can be adopted as a reasonable choice.
疑惑還多呢，容我以後再談。	There are still other questions. Let me discuss them later.
(原載《文匯報(副刊)》2004-10-25)	[The source text was published in Wen Wei Po (Supplement) on October 25, 2004.] (Translated by Allen Zhuang)

量身定親 / Bride-Hunts

量身定親 金雨田	Bride-Hunts Jin Yu Tian
友甲四十未娶，數年來仍孜孜不倦，提燈找妻，每回好開頭難結尾。我們總笑他，找老婆，哪有量身定做之理。	FOR YEARS my friend, still single at 40, has been searching high and low for an ideal wife. Invariably, his bride-hunts have started promisingly but ended in failure. We often tease him – how could anyone expect to find a wife that fits him just as he wishes?
新近一宗，是經電腦篩選，身高體重生辰八字職業履歷，無不相合。兩人親親和和，父母樂，衆友喜，終了又是曇花一現。	His latest attempt began well when, after much computer-aided screening, a girl was found who was his perfect match in every way – height and weight, birth date and horoscope, career and background. Dating went on smoothly, and parents and friends were happy for the lucky man – but only briefly, for the couple broke up soon after.
細問原由，媽的，只不過是那女友性喜穿藍色牛仔褲而已。半年來，他說：“就沒看過她穿裙子。”	The reason? On inquiry, we learnt – damn it! – that it was nothing but the girl’s liking for wearing blue jeans. For half a year, complained my friend, “I've never seen her in a skirt.”
別誤會，他可不是打女人裙子主意，他絕不是那種人。怪只怪電腦算不如人計。	Please don’t get him wrong. My friend is not a skirt chaser – definitely not the Don Juan type. The computer, if anything, was to blame. It had failed to take human whimsy into account.
他媽只有他這麽個寶貝兒子，書讀得不錯，收入算是小康，說他手中沒點小錢也講不過去。你想，辦公室裏午餐有時還是從家裏打包來的呢。	The man is his mummy’s dear only son. Formerly a good student, now he lives comfortably on a decent income. Surely, he has saved up quite a small fortune, as one can see him sometimes just bring a lunch box from home and eat in the office.
記得他有一次“吹”掉一個女朋友，是三拍四拖後，他對小姐沒一次約會肯掏荷包很有意見。	Yet I remember once he split up with a girlfriend after dating her for quite some time, unhappy that she had never paid the bill when they dined out together.
其實，我們都常爲許多小姐慶幸，常譏他也許不結婚會是許多女人的福氣。他不以爲然，更不甘“犧牲小我”。	In fact, we would rather feel happy for those girls. We often joke about my friend, saying it will be fortunate for many ladies if he remains a bachelor. He thinks we are wrong, but still hates to part with his dollars.
昨天他被他焦急的爹娘押上飛機，十二億人口，會有哪個是他量身定親的新娘？	Yesterday, he was forced by his anxious parents to embark on a flight abroad. But, from among the population of 1.2 billion over there, can he really find a bride that is tailor-made for him? (Translated by Allen Zhuang)
[ 原載新加坡《聯合早報》(2000年)；收入《不著地族 / A Lift-Off People》(潘正鐳著, Allen Zhuang 英譯；Singapore: All Publishing House, 2002) ]

科技時代人文精神的淪喪 / Decline of Humanism in Technology Era

科技時代人文精神的淪喪 鄭培凱	Decline of Humanism in Technology Era Pei-kai Cheng
講到人文精神、人文教育、人文科學，我們不免要問：何謂「人文」？廣義而言，「人文」指的是人類文明產品之累積，精神與物質領域的成就並重。在現代科技勃興之前，古人較重視精神領域的提升，在哲學、宗教、文學、藝術多方面，都有輝煌的建樹。科技的發展雖然自古就有，累積了豐富的成果，但一直都與其他領域相呼應，其突飛猛進