2026-02-05
FGA 62 課程心得
Gem-A彩寶證照班第62屆課程心得分享–––陳洛婷
「正如寶石需歷經歲月方能結晶，寶石的學習亦來自日積月累的投入。」
選擇 FGA 的考量
在接觸寶石學之前，我的背景主要來自精品產業的管理與研究工作，長期以服裝和皮件為主要範疇。相較之下，飾品雖同屬精品體系，但實務上多止於潮流飾品與銀飾，對天然寶石的理解與接觸仍然有限。這樣的差距，在我報告DeBeers個案相關文獻時顯現，也讓我意識到在寶石學知識上的不足，進而限制了對其價值來源的深入理解。
在資格考試與助教工作並行的階段，投入一個全然陌生的學習領域，其實需要審慎的取捨。特別感謝吳學良老師的支持，使我得以在學術工作繁重的情況下，仍能選擇補強這一未曾系統學習的知識領域。對我而言，寶石學並非單純興趣的延伸，而是一段與既有工作經驗相互對照、重新理解的學習歷程。
在比較市面上不同寶石學課程後，我選擇了FGA課程。FGA為英國教育體系中等同於Level 6 的文憑課程，具備銜接英國及海外大學進修的制度安排，也意味著其課程設計本身即以後續深造為前提。其考核方式以申論與分析為主，要求對理論脈絡有完整理解；鑑定考試則重視操作邏輯與判斷準確性，整體訓練模式與英國學位課程相近。
然而，相較於班上同學已具備鑑賞課程基礎，或早已投入礦物或水晶相關產業，我幾乎是以一張白紙的狀態開始這段旅程。最初面對一顆寶石時，往往難以判斷其基本屬性。正是在這樣從零開始的學習過程中，我逐漸意識到，對寶石學的掌握必須經由時間沉澱與反覆驗證。
選擇吳照明教學中心的原因
選擇吳照明教學中心，主要基於其師資背景、教學方式與學習資源的整體考量。首先，吳照明副教授具備地質學的學術訓練，並長期累積大量鑑定實務經驗，能即時結合鑑定儀器的原理、操作限制與樣本特徵進行判讀，並對結果的可信度做出判斷。這樣的能力來自長時間的經驗內化，並非單一儀器或教科書所能取代。教學中心所提供的大量且多樣的實驗樣本，使學員的鑑定訓練得以建立在反覆觀察與對照之上。
此外，教學中心多年累積的FGA教學經驗，結合來自不同背景的講師教學，形塑了完整的學習環境。韻友老師分享的記憶與理解方法，有助於整理龐雜的理論內容；詩羽老師提供的筆記整理方式，協助建立清楚的知識架構；品妙老師則透過持續提問，引導學生反思判斷依據與推論過程。透過向不同專長的講師學習，寶石學的基礎得以逐步建立。同時，歷屆學長姐所撰寫的筆記、整理資料與考試經驗，使我們能更有效理解考試邏輯與作答重點，並在短時間內進行準備。
課程心得
以下將從時間管理、自我驅動力與支持的力量三個面向，整理我在FGA學習過程中的一些淺見。
一、時間管理
前期準備的重點，在於將自己穩定地置於寶石學的學習節奏中。理論上，越早開始準備越有利；但在實際學習中，面對龐雜的內容，反覆遺忘是常態。關鍵不在於是否記得住所有細節，而在於能否持續投入，並透過長時間接觸逐步建立熟悉度。
在時間安排上，將學習拆解為可執行的小任務有助於長期維持節奏。例如，利用通勤或零碎時間記憶折射率、光譜或其他關鍵指標；能夠安靜坐下時，則專注於整理筆記與梳理作答脈絡；若時間允許，再透過延伸閱讀加深對成因、產地與處理方式的理解。
隨著準備進入後期，時間管理的重心逐漸轉向模擬考與作答結構的訓練。透過大量的模擬考試，檢視自己在各類題型中花費的時間，並調整答題順序與重點配置，能有效避免因時間分配不當而影響整體表現。
二、自我驅動力
選擇修讀FGA的目的因人而異，有人為了工作需要，有人為了興趣，也有人希望建立完整的寶石學基礎。但能順利完成課程的學員，在我的觀察中往往展現出相似的特質：與其說是動機特別強烈，不如說是願意投入足夠的時間、對寶石學的求知欲強或本身已具備相對紮實的基礎。其中一個關鍵，在於理解每一項考試皆有其既定規則。唯有先理解問題本身，才能確保所投入的努力不會偏離方向，避免在錯誤的重點上耗費過多精力。
此外，長時間的準備與考試本身，對身心狀態都是一種考驗。保持對寶石的興趣與投入固然重要，但同樣需要留意身體與心理的調適。唯有在體力與專注力皆能支撐的狀態下，才能在長時間的考試中維持判斷品質，將平時的準備完整地發揮出來。回顧整段學習歷程，自我驅動力並非源於一時的熱情，而是在理解其中挑戰之後，仍持續投入的選擇；而這樣的選擇，最終影響了能否完成這段訓練。
三、支持的力量
其中最令人難忘的，不僅是學習本身的收穫，而是能與優秀的同學一同前行。準備線上考試的那些日子，彷彿回到學生時期。這樣純粹而專注的學習狀態和快樂的氛圍，在進入職場之後其實相當罕見，也因此顯得格外珍貴。
班上同學的投入，讓我在高強度的準備過程中，感受到自己並不孤單。范大哥嚴謹而踏實的學習態度，以及其工程背景所帶來的分析視角，常讓複雜的問題變得清晰；Tree 則展現出不畏提問、勇於釐清觀念的學習態度，讓討論始終保持開放與活力。能與這樣的同儕一同完成FGA文憑課程，不但是精神上的支持，更是一段重要的「戰友情誼」。
同樣重要的，還有中心的學長姐們。許多鑑定經驗與實驗技巧，並非來自課本，而是透過學姊們一次次耐心的示範與說明逐步累積。她們不藏私地分享經驗，也不厭其煩地回答問題，讓我逐漸成為實驗室裡那個經常提問的學生；也正是在這樣反覆確認與修正的過程中，我慢慢看見自己的進步。從基礎到文憑課程，能夠遇見奕瑄學姊、衛婷學姊、珮雯學姊、瀅心學姊與欣嬅學姊，是這段旅程中極為重要的一部分。
國際學生的學習狀態與調適
身為國際學生，在修讀FGA課程之初，我曾仔細評估學習與考試語言的選擇。課程本身提供中、英文兩種語言，教材與考核內容皆有完整的英文版本，對國際學生而言具備相當彈性；此外，部分授課講師擁有英國學歷背景，對英語教材與相關教學體系相當熟悉，因此在語言安排上並不存在明顯門檻。
在充分理解課程設計後，我選擇以中文作為主要的學習與考試語言。一方面，能與同班同學使用相同語言進行討論與實驗操作，有助於即時溝通與概念釐清；另一方面，這也成為我重新鍛鍊中文書寫與表達能力的機會。我自中學以來，較少機會使用中文進行論述，透過寶石學這樣的學科重新練習，反而讓學習過程更具深度。
由於寶石學涉及大量專有名詞與鑑定用語，準備過程中確實需要額外時間進行對照與整理，但這樣的投入，使我在理解概念時更為謹慎，也更能掌握其背後的判斷邏輯。從學習歷程來看，FGA課程的核心並不在於語言本身，而在於是否能建立清楚的鑑定邏輯與判斷基準。只要願意投入時間整理術語、反覆練習實作，國際學生同樣能在課程中建立穩定且扎實的學習成果。
獎學金生實習、礦物展、水晶展與帶學弟妹實驗的收穫
在完成FGA考試後，我有機會協助帶領密集班與彈性班的學弟妹進行實驗操作。當角色從學習者轉為引導他人的位置時，我才真正意識到，是否「懂」其實很容易在這個過程中被檢驗出來。為了讓學弟妹理解鑑定步驟與判斷，我必須重新整理自己的思考脈絡，把原本直覺的操作，化為清楚可說明的邏輯。這樣的過程，不僅幫助我釐清哪些觀念已經內化，也讓仍不夠熟悉的部分浮現，成為進一步補強的方向。透過以教學方式回頭檢視所學，FGA的訓練並未隨著考試結束而告一段落，反而延續成一段更完整的學習歷程。
此外，參與礦物展與水晶展的籌備與現場執行，也讓我對寶石產業有了不同於課堂與實驗室的理解。這些經驗使我體會到，專業知識不只是用來判斷對錯，更需要被清楚傳達，才能讓不同背景的人理解並產生興趣。在展覽過程中，我也有機會與多位產業內專業人士交流，聆聽他們分享實務經驗，進一步感受到這個領域所蘊含的發展潛力。尤其在現場看見孩童與家庭對礦物與寶石展現出的好奇與投入，更讓我意識到，寶石學不僅連結產業實務，也同時具備教育與啟發的意義，使我對未來持續投入實務發展，有了更具體的想像。
總結
最後，誠摯感謝吳照明教學中心與所有同仁，過去一年提供我許多能實際應用寶石學的機會。無論是參與礦物展、分享課堂所學，或撰寫小論文與寶石教育個案，這些經驗讓我體會到，FGA課程的價值不只在於理解知識，更在於將所學轉化為實際輸出；而「學以致用」，正是這段訓練最讓我感到踏實的部分。目前我仍站在寶石學的起點，但能在這個「寶石大家庭」中被接納，與一群願意分享、認真投入的夥伴一同成長，已是一份難得的幸運。這段歷程為我開啟了新的學習方向，也成為人生中另一個得以長期耕耘的支點。即使考試充滿挑戰，這仍是一段刻骨銘心的回憶；也真心祝福即將踏上這條道路的你，能在努力之中，同樣感受到學習的樂趣。
圖一、取得證書後與吳照明副教授合照
----English Version---
“Just as a gemstone takes years to crystallize, becoming one requires sustained commitment.”
Considerations Behind Choosing the FGA Programme
Prior to engaging with gemmology, my academic and professional background lay primarily in management and research within the luxury industry, with a long-standing focus on fashion and leather goods. Although jewellery also forms part of the broader luxury sector, my practical exposure had largely been limited to fashion jewellery and silver pieces, with relatively little direct engagement with natural gemstones. This gap became particularly apparent while presenting a paper related to the De Beers case, prompting a clear awareness of my insufficient grounding in gemmological knowledge and, consequently, a constrained understanding of how gemstone value is formed.
At a stage when I was simultaneously preparing for qualifying examinations while undertaking teaching assistant duties, committing to a wholly unfamiliar field of study required careful consideration. I am especially grateful for the support of Professor Wu Hsueh-Liang, whose encouragement made it possible for me to pursue systematic training in a knowledge domain I had never formally studied, despite an already demanding academic workload. For me, gemmology was not merely an extension of personal interest, but rather a process of re-examining and reinterpreting prior working experience through a new and rigorous framework.
After reviewing several gemmology programmes available on the market, I chose the FGA qualification. The FGA diploma is positioned at Level 6 within the UK education framework and is designed to articulate with undergraduate study in the UK and overseas, indicating that the curriculum is structured with advanced progression in mind. Its assessments emphasise analytical and discursive responses, requiring a coherent understanding of theoretical foundations, while the practical examinations focus on diagnostic logic and accuracy of judgement. The training model closely resembles that of a UK degree programme.
In contrast to many classmates who already possessed prior experience through appraisal courses or professional involvement in the mineral industries, I began this journey with no background. At the outset, even identifying the basic properties of a gemstone proved challenging. It was precisely through this process of starting from scratch that I gradually came to recognise that competence in gemmology can only be achieved through time, repetition, and continual verification.
Reasons for Choosing the Wu Chao-Ming Education Centre
My decision to study at the Wu Chao-Ming Education Centre was based on an overall assessment of its teaching staff, instructional approach, and learning resources. Associate Professor Wu’s academic training in Geology, combined with his extensive experience in gemstone identification, enables him to integrate instrument principles, operational limitations, and specimen characteristics into real-time analytical judgement, while critically evaluating the reliability of results. Such expertise is the product of long-term experiential internalisation and cannot be substituted by instruments or textbooks.
Furthermore, the Centre’s long-standing experience in FGA instruction, together with contributions from lecturers of varied backgrounds, has fostered a comprehensive learning environment. Yun-You’s methods for structuring memory and conceptual understanding proved particularly helpful in organising extensive theoretical material; Instructor Jennifer Wu’s approach to note-taking supported the construction of a clear knowledge framework; and Miao-Pin’s consistent use of probing questions encouraged students to reflect critically on their diagnostic reasoning. Learning from lecturers with different areas of expertise allowed foundational gemmological understanding to develop progressively. Equally valuable were the notes, summaries, and examination experiences shared by alumni, which helped clarify examination logic and response strategies, enabling more efficient preparation within limited timeframes.
Reflections on the Course
The following reflections are organised around three aspects of my learning experience: time management, self-motivation, and the importance of support.
1. Time Management
In the early stages, the primary challenge lay in establishing a stable learning rhythm in gemmology. While starting early is advantageous, in practice, repeated forgetting is inevitable when confronting a large volume of unfamiliar material. The key is not retaining every detail at once, but sustaining engagement and gradually building familiarity through prolonged exposure.
Breaking study into small tasks proved vital. Commuting and fragmented time were used to memorise refractive indices, spectra, and other key indicators; holidays and days off were reserved for organising notes and drawing diagrams; and, where time allowed, supplementary reading deepened understanding of formation processes, origins, and treatments.
As preparation progressed, the focus of time management shifted towards mock examinations and skills. Repeated practice allowed me to assess time allocation across question types, refine the order of responses, and prioritise key points, thereby reducing the risk of underperformance due to poor time management.
2. Self-Motivation
Students undertake the FGA programme for varied reasons: professional requirements, personal interest, or the desire to build a comprehensive foundation in gemmology. Among those who complete the course successfully, however, common characteristics often emerge. Rather than exceptional motivation, they demonstrate a willingness to commit sufficient time, curiosity, or a relatively solid foundation. A critical factor lies in understanding that each examination operates according to specific rules. Only by first grasping the nature of the task can effort be directed effectively, avoiding the misallocation of energy.
Long-term preparation and examination conditions also place considerable demands on physical and mental well-being. While maintaining interest in gemstones is important, attentiveness to personal health and psychological balance is equally necessary. Only when both stamina and concentration are adequately supported can judgement quality be sustained throughout examinations. In retrospect, self-motivation did not stem from momentary enthusiasm, but from a conscious decision to persist after recognising the challenges involved; it was this choice that ultimately shaped the outcome of the training.
3. The Power of Support
One of the most memorable aspects of this journey was not solely the knowledge gained, but the opportunity to advance alongside dedicated peers. Preparing for online examinations evoked a return to student life, a focused and joyful learning atmosphere that is rare after entering the workplace and therefore particularly valuable.
The commitment of my classmates ensured that the intensive preparation process was never solitary. Fan’s meticulous study habits and engineering-based analytical perspective often clarified complex problems, while Tree’s willingness to ask questions and challenge assumptions kept discussions open. Completing the FGA diploma alongside such peers provided not only emotional support but also a meaningful sense of shared endeavour.
Equally important were the senior students at the Centre. Many practical techniques and laboratory skills were acquired not from textbooks, but through their patient demonstrations and clear explanations. Their willingness to share experience and respond thoughtfully to questions encouraged an environment in which frequent inquiry was welcomed, and it was through repeated verification and correction that tangible progress gradually became evident. From foundation courses through to the diploma level, meeting Yi-Hsuan, Wei-Ting, Pei-Wen, Ying-Hsin, and Hsin-Hua was an indispensable part of this journey.
Learning as an International Student
As an international student, I carefully considered my choice of instructional and examination language at the outset of the FGA programme. The course offers both Chinese and English options, with English-language materials and assessments, providing considerable flexibility. Moreover, several instructors possess UK academic backgrounds and are well acquainted with English-language teaching systems, ensuring that language did not present a substantive barrier.
After understanding the course structure, I chose Chinese as my primary language for study and assessment. Using the same language as my classmates facilitated discussion and laboratory work, while also offering an opportunity to strengthen my Chinese writing and analytical expression, which I had used less frequently since secondary school. Revisiting academic writing through the medium of gemmology ultimately added depth to the learning process.
Although gemmology involves extensive technical terminology, requiring additional time for cross-referencing and organisation, this investment encouraged more careful conceptual understanding and clearer diagnostic reasoning. Ultimately, the core of the FGA programme lies not in language choice, but in the ability to establish coherent diagnostic logic and judgement criteria. With sufficient time devoted to terminology and practical training, international students are equally capable of achieving solid and consistent learning outcomes.
Internships, Exhibitions, and Supporting Junior Students
After completing the FGA examinations, I had the opportunity to assist in laboratory sessions for both intensive and flexible classes. Transitioning from learner to guide revealed how readily true understanding is tested in the act of explanation. In order to help junior students grasp diagnostic procedures and reasoning, I was required to reorganise my own thought processes, transforming intuitive actions into explicit logic. This process clarified which concepts had been fully internalised and which required further reinforcement, allowing learning to continue beyond the examinations themselves.
Participation in the preparation and on-site execution of the Taiwan Mineral Shows and the Crystal Exhibition also offered perspectives distinct from those of the classroom and laboratory. These experiences highlighted that professional knowledge is not merely about correct identification, but also about effective communication across audiences with different backgrounds. Through interactions with industry professionals, I gained insight into practical operations and the field’s developmental potential. Observing children and families engaged with minerals and gemstones further reinforced the educational and inspirational dimensions of gemmology, shaping a clearer vision for continued involvement in the field.
Conclusion
Lastly, I extend my sincere gratitude to the Wu Chao-Ming Education Centre and all its staff for providing opportunities over the past year to apply my gemmological knowledge in practice. Whether through participation in exhibitions, supporting junior students, or producing a research paper and a case study, these experiences demonstrated that the value of the FGA programme lies not only in acquiring knowledge, but in translating it into tangible output. This emphasis on application is what made the training particularly grounding.
Although I remain at the beginning of my gemmological journey, being welcomed into this “big family” and growing alongside peers who are willing to share and commit wholeheartedly has been a rare privilege. This experience has opened new directions for learning and laid a foundation for sustained engagement. Despite the challenges posed by the examinations, the journey remains deeply memorable, and I sincerely wish those embarking on a similar path a comparable sense of fulfilment and enjoyment in learning.
Figure 1. With Associate Prof. Wu after FGA certification
