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清华这门课,“上课就像开盲盒”—新闻—科学网

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width: 18%; font: 12px 宋体; float: right"> 选择字号:<span onclick="showsize(12)" style="background-color: #587c19; color: #fff; font-size: 12px; cursor: pointer">小</span> <span onclick="showsize(14)" style="background-color: #587c19; color: #fff; font-size: 12px; cursor: pointer">中</span> <span onclick="showsize(16)" style="background-color: #587c19; color: #fff; font-size: 12px; cursor: pointer"> 大</span> </div> </td> </tr> <tr> <td align="center"> <div id="content1" style=" padding:15px; text-align: left; line-height: 24px; word-wrap: break-word;word-break:break-all" class="f14"> <table width="100%" border="0" cellspacing="0" cellpadding="0"> <tr> <td height="20"> </td> </tr> <tr> <td align="center" valign="middle" class="style1" style="font-size: 13px; color: #333333; font-family: 宋体; line-height: 20px"> <b></b></td> </tr> <tr> <td align="center" class="style1" style="font-size: 22px; color: #587c19; font-family: 黑体; line-height: 30px"> 清华这门课,“上课就像开盲盒”</td> </tr> <tr> <td align="center" valign="middle" class="style1" style="font-size: 13px; color: #333333; font-family: 宋体; line-height: 20px"> <b></b></td> </tr> </table> <p >&nbsp;</p><html> <head></head> <body> <p style=";; margin: 0px 0px 26px; text-align: justify; word-break: break-all;">在清华大学,有这样一门课程——上课地点遍布全校,授课教师超过<span class="errorText">百人</span>,“考勤表+盖章”是它独特的课程打卡方式。选了这门课,清华校内的90多个实验室任你挑选,甚至可以体验“多个老师围着一个学生上课”的专属课堂。</p> <p style=";; margin: 0px 0px 26px; text-align: justify; word-break: break-all;">在这门课上,文科生可以操作平时难以接触的工科实验,理科生有机会烧制属于自己的陶器,还有学生通过这门课重新选择专业志向……</p> <p style=";; margin: 0px 0px 26px; text-align: justify; word-break: break-all;">这门课就是清华大学已经开设了16年的“实验室科研探究”。</p> <p style=";; margin: 0px 0px 26px; text-align: justify; word-break: break-all;"><strong>“实验室就是课堂,上课就在现场”</strong></p> <p style=";; margin: 0px 0px 26px; text-align: justify; word-break: break-all;">对于这门课,清华大学官方是这样介绍的——</p> <p style=";; margin: 0px 0px 26px; text-align: justify; word-break: break-all;">“实验室科研探究”联合全校各重点实验室和文<span class="errorText">科院</span>系,筛选出一批典型研究成果,组织学生不分专业,按自己意愿轮流到全校实验室观摩一线科研案例,并由高水平教师在实验现场以科普语言和直观形式(如试验装置、音像资料、报告文档等)全方位展示科研过程,引导学生了解不同研究领域,认识研究工具,分享教师的研究体验……</p> <p style=";; margin: 0px 0px 26px; text-align: justify; word-break: break-all;">这段略显正式的文字,在学生们的眼中则是另一番模样。</p> <p style=";; margin: 0px 0px 26px; text-align: justify; word-break: break-all;">“这几乎是梦幻般的体验——每次上课都像开盲盒一般,穿梭于不同的系馆大楼,流连于不同的学术圣地。”这是清华大学致理书院本科生李锐写下的“实验室科研探究”结课日志中的一段文字。</p> <p style=";; margin: 0px 0px 26px; text-align: justify; word-break: break-all;">这种“开盲盒”式的惊喜感绝不是李锐独有的,几乎每个上过这门课的学生都会发出类似的感慨。</p> <p style=";; margin: 0px 0px 26px; text-align: justify; word-break: break-all;">近年来,“实验室科研探究”在清华园的人气居高不下,最多时,一学年能有来自全校不同专业的3300多名同学同时选课。自2007年开课以来,该课程开设的教学单元已达到120多个。</p> <p style=";; margin: 0px 0px 26px; text-align: justify; word-break: break-all;">所谓“教学单元”,可以简单理解为该课程的“子课程”。这些“子课程”五花八门,既有“水处理微生物原理”,也有“风洞在飞行器研制过程中的应用”;既有“模拟企业”,也有“植物染色工艺”,总共涉及31个院系的90余个实验室,整合了清华全校理、工、人文、社科和艺术等学科资源。</p> <p style=";; margin: 0px 0px 26px; text-align: justify; word-break: break-all;">在课程选择上,“实验室科研探究”给予学生充分的自由——设有4个独立课号,允许学生同时选修。学生在每个课号下可选择8个感兴趣的教学单元。这意味着每个学生可参与32个不同的教学单元。如果学有余力,他们还可以申请到其他教学单元参观学习,开启更多“盲盒”。</p> <p style=";; margin: 0px 0px 26px; text-align: justify; word-break: break-all;">“实验室就是课堂,上课就在现场。选择面广、满足兴趣和真正参与跨学科实践探究,是同学对本课程最满意的三点。”课程总负责人、清华大学基础工业训练中心副教授汤彬介绍道,“这门课将清华的科研优势转化为本科教学优势,让同学们享受到扑面而来的全校科研资源,极大便利了同学们去探索不同专业领域。”</p> <p style=";; margin: 0px 0px 26px; text-align: justify; word-break: break-all;"><strong>精益求精,只为更好的课程体验</strong></p> <p style=";; margin: 0px 0px 26px; text-align: justify; word-break: break-all;">90多个实验室、120多个教学单元,每个教学单元开放8个上课时段,涉及百余位老师和千余位选课学生的规划和安排。面对如此复杂的课程协调管理,“实验室科研探究”却依旧满足了不同专业和年级学生的高度个性化选课需求,与横跨不同时段、不同院系的许多实验室有序匹配。</p> <p style=";; margin: 0px 0px 26px; text-align: justify; word-break: break-all;">做到这一点,授课老师们凭借的只有四个字——精益求精。</p> <p style=";; margin: 0px 0px 26px; text-align: justify; word-break: break-all;">清华大学物理系教师顾晨讲授的“演示实验的趣味性与物理性”单元很受学生欢迎。每学期,他都会结合近年来的科技热点或社会重大事件,对课程内容进行调整更新,并尝试利用物理演示实验,解释其背后的物理原因。</p> <p style=";; margin: 0px 0px 26px; text-align: justify; word-break: break-all;">2022年,“量子纠缠”获诺贝尔物理学奖,顾晨决定将其作为教学点之一。但对于该领域,他也不熟悉。为讲好课,顾晨与相关方向的博士生探讨了超过10小时。在看完几乎所有关于获诺奖项目的科普讲座,并对相关内容进行全面梳理后,顾晨结合清华实验物理教学中心开发的量子纠缠仿真实验,在5分钟内完成了对量子纠缠基础概念,以及诺奖贡献最精髓部分的高度凝练式讲授。</p> <p style=";; margin: 0px 0px 26px; text-align: justify; word-break: break-all;">从课后作业反馈看,很多学生通过这堂课,初步建立了量子纠缠的概念,这让顾晨十分欣慰。</p> <p style=";; margin: 0px 0px 26px; text-align: justify; word-break: break-all;">官菁菁是2023年春季加入“实验室科研探究”课教学的美术学院教师,负责“传统手工覆帘造纸工艺与体验”的教学单元。为顺利开课,她一遍遍地试讲,反复确认理论学习、抄纸技术观摩、实操和装裱等步骤的时间比重,几乎可以一分不差地精准把握课堂环节。她还独创吸尘器吸水法加快烘干速度,成功在90分钟内让学生既能系统了解手工造纸的理论知识,又能完整体验造纸过程。</p> <p style=";; margin: 0px 0px 26px; text-align: justify; word-break: break-all;">即使某个上课时段只有一个学生选课,老师们也会认真准备。清华大学电子工程系本科生安夏就在“复杂混合物的震动光谱法探究”单元上,拥有过一次“一对一 VIP式”上课体验。</p> <p style=";; margin: 0px 0px 26px; text-align: justify; word-break: break-all;">“老师直接来到我身边,手把手教我操作实验仪器,我们俩像朋友讨论一样完成了单元学习。课堂氛围非常好,我真的很想再体验一次。”安夏说。</p> <p style=";; margin: 0px 0px 26px; text-align: justify; word-break: break-all;">除授课教师对课程精益求精的打磨外,课程负责团队也在默默付出。</p> <p style=";; margin: 0px 0px 26px; text-align: justify; word-break: break-all;">由于该课程涉及的实验室分布地点广泛,学生们常会迷路。为此,团队专门制作《探究课课程<span class="errorText">地图</span>》;每次开课,至少会有一位助教值班“秒回”课程微信群消息,及时处理千余名选课同学可能出现的突发情况;课程组织团队还编写了8000余字的《实验室科研探究教学手册》,甚至细心地分为学生版和教师版,从课程形式、组织方式、常见问题、线上线下融合教学等方面进行细致介绍与回应……</p> <p style=";; margin: 0px 0px 26px; text-align: justify; word-break: break-all;">“每一条反馈我们都认真考虑,并结合实际情况对课程进行优化调整,让这门课更切实地回应同学们的需求。”已担任多年课程助教的清华电机系2019级博士生谭理国说。</p> <p style=";; margin: 0px 0px 26px; text-align: justify; word-break: break-all;"><strong>跨专业跨学科跨系统</strong></p> <p style=";; margin: 0px 0px 26px; text-align: justify; word-break: break-all;">“‘实验室科研探究’是我读本科期间印象最深的课程。这门课能让你快速了解校内各院系有趣的实验室和仪器设备……借着一堂课的机会和不同院系的老师聊一聊科研内容,亲自看一看仪器和样品,这非常难得。”即便已经获得了博士学位,任思腾对于自己在本科时上的这门课依然记忆犹新。</p> <p style=";; margin: 0px 0px 26px; text-align: justify; word-break: break-all;">为不同专业背景的学生打开一扇通往清华实验室的“窗”,搭建一座学科交叉、文理工融通的“桥梁”,营造跨学科通识教学环境,这正是“实验室科研探究”课程团队的期待。</p> <p style=";; margin: 0px 0px 26px; text-align: justify; word-break: break-all;">“我们要求每位老师都充分考虑不同年级、专业学生的理解能力和学习基础差异,消除学生‘听不懂’的担忧,让大家按自身兴趣和需求选择实验室。”在汤彬看来,探究课与以往其他课程的差异之一,正在于“尝试降低低年级同学接触科研的门槛,同时促进跨专业、跨学科、跨系统的宽思维训练”。</p> <p style=";; margin: 0px 0px 26px; text-align: justify; word-break: break-all;">“同时,探究课提供的是一片大批量、多样化培养人才的土壤。”汤彬始终坚持探究课要面向全体学生,“我希望所有同学都有机会接触到这门课,从这片土壤中获得扎根和成长的机会,挖掘自身潜力。”</p> <p class="lastPadding" style=";; 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