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我在中科院已经工作了17年了,不算指导研究生,从事正式的教学工作也已经10年了。
2008-2009学年春季学期,开始在研究生院给一年级研究生讲授《半导体量子电子器件物理》。那时候,以前的授课老师退休了,而半导体研究所在研究生院一共只开了两门课,不想就此中断一半的课程。当时不好讲条件,所以基本上是萧规曹随,大致按照原来的方式,补充了一些新的内容而已。
2012年,我翻译的两卷《激光光谱学》 出版了。2014年,中国科学院大学成立,强调科教融合,当时物理学院的副院长倪明玖老师邀请我给研究生上《激光光谱学》这门课。我说我也没经验啊,他说你翻译了书怎么能说没经验呢。我说那我只能想怎么讲就怎么讲,他说没问题的。这算是我第一次讲条件吧。从2014-2015学年的春季学期开始,我给一年级的研究生讲《激光光谱学》。我并没有充分利用这个“想怎么讲就怎么讲”的特权,因为毕竟自己只是翻译了书,不能确定自己完全掌握了这门课的内容,只能是从头到尾地把这两本书过了一遍,添加少许自己的经验,并让每个学生都结合自己的研究兴趣和这门课的教学内容,写一篇两三千字的文章具体介绍某篇他自己挑选学术论文。
2014年,我开始在科学网上写博客。2016年,物理学院的邢志忠老师邀请我给本科生讲授《力学》。其实邢老师是在高能所工作,他是科学网的著名博主(他说自己是用中文写科学博客最早的人),所以知道了我。这次我就不客气了,熟门熟路地讲起条件,仍然是“想怎么讲就怎么讲”。邢老师说,没问题啦。然后在2016-2017学年的秋季学期,我就开始讲《力学》,同时在科学网上写《力学教学笔记》系列。我在一开始就把这个特权告诉了学生,并在博客里公之于众,造成既成事实,省得有人反悔。其实这也算不上什么特权,因为根据我的了解,国科大前两年的基础课程好像都是这样的,每个老师按照自己的节奏来。比如说,《力学》有六七个平行班,每个老师讲的方式都不一样,《光学》也是如此。
2019年,物理学院的副院长郑阳恒老师邀请我讲二年级的《光学》,正好符合我想讲一遍大学普通物理的愿望。但是我还是做足了态度,从他那里也得到了“想怎么讲就怎么讲”的保证。从2019-2020学年秋季学期开始讲《光学》,也开始写《光学教学笔记》这个系列。其实这种特权并没有太大的用,因为你不管怎么讲,最后也就是那些东西,随着专业内容的增多,能够自由发挥的地方就越少。比如说,讲《力学》的时候,我要求每个学生找一篇忽悠人的科学新闻,写一篇两千字的文章说明他为什么是错误的,他是怎么忽悠的;但是到了讲《光学》的时候,就做不到这点了,只能是让每个学生找一个自己感兴趣的光学现象,写一篇两千字的文章说明其背后的物理。光学里忽悠人的事情也很多(比如说很多魔术技巧),但是我没有信心让他们自己找个忽悠人的光学新闻来分析。
现在我算是有一些教学经验了,也开始参加一些跟教学有关的活动和会议。起初是在学院内部的交流,后来受邀去其他单位做个报告,最近又参加了一个AMES(亚洲材料科学教育论坛)的教学会议。因为参加这些活动并不算工作业绩,所以我就放飞自己,仍然是想怎么讲就怎么讲——其实大多数内容都是我在课堂上和博客里一直讲的。这次因为要用洋文讲,所以并没有特别出格的地方,就放在这里让大家随便看看吧。
摘要:
Teaching physics at the age of materials: A personal experience
The age of physics revolution has long passed away, and we are now in the age of materials. However, the teaching practice of physics courses has not yet changed accordingly, especially in China. Many professors are good at publishing papers in high-impact journals but weak at inspiring students in freshman classrooms, and many undergraduates are good at getting high-scores in examinations but weak at applying their knowledge in daily life. Here I report my own experience of teaching general physics at University of Chinese Academy of Sciences (UCAS),where undergraduate education started only 5 years ago.
I encourage the students to build up physical picture, not to remember equations and formulas. They should focus on main issues instead of trivialities.
I teach them to develop skills of qualitative and semi quantitative analysis, instead of too much numerical calculations. A simple answer on an A4 paper may not be as accurate as a sophisticated solution from a high-performance computer, but it can help you see much deeper, and much further.
I ask them not to believe too much in textbooks, professors or big-names. Nowadays, there are so much false news and everyone should make decisions based on his/her own analysis of related materials.
I keep on writing blogs, introducing this or that science advance to students. There is no discrimination between physics, chemistry, materials, biology, and etc., there is only a one and a whole nature in front of you. When you meet a problem in real life, just solve it with whatever you get, do not mind whether you learned it form mathematics courses or physics.
However, there are still many difficulties in physics classroom at this age of materials. The most difficult one seems to be that many professors and undergraduates do not know why they come into a classroom and what they can get from there. Knowledge is power, however, only knowledge is not enough.
Physics is easy, but life is hard.
讲稿:
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