我们馆博士班今年有六个学生上Evolution这门课。课由Rob DeSalle, Joel Cracraft和我三个人来教，我教有关地球生物史方面的内容，有关的情况在过去的博文中提到过。今年我有11堂课的课时，最后一堂课是学生报告演讲自己的学期论文内容(term paper)。每堂课75分钟，每周四在讲完课后有两个钟头的讨论课，我一共有四节讨论课，其内容主要来自和讲课内容有关的文章阅读。讨论课的形式没有定见，根据学生的数量和所学专业等具体情况来安排，每年都不一样。今年我是在每个周末把下个周四要讨论的文章打包传给每个学生，通常我会挑10篇左右的文章，多了学生读不过来。其中六篇上分别随机编1-6的号，让每个学生拿一篇做为自己的精读文章，其它的5篇需要细读，没有编号的文章至少要浏览一遍。在讨论时，每个学生要介绍自己精读的文章，并负责引领讨论。别的学生会对文章中的一些概念、问题提问，然后大家讨论，说自己的想法和观点。我在旁边参加提问，加油添醋，救火不要冷场，和喝咖啡（当然，学生也喝）。

            选取阅读文章不是件容易的事，因为现在的文章出得太快太多，要跟上是很费劲的事。我也不得不读很多的东西，当然也会学到很多。仍然觉得有些文章选得不一定就好，下次再改进（列在下面供参考）。我通常会选一些比较新、相对比较短一点的文章来给学生阅读。我给他们的最新文章，是上个星期才出来的两篇。课已经完了，学生读不读我就不晓得了，但我觉得他们应该知道。很多情况下，这些文章也不容易读。这样的阅读和讨论，主要是希望让学生能对课堂中讲的东西有更广泛和深入的了解。此外，静下心来深度阅读文献，尤其是一些不熟悉的学科内容，是做研究的基本功，研究生必须学会的技能之一。要读懂一篇文章的相关内容，通常还得去翻一些文章中的参考文献；连串读下去，得有点耐力。因此，要读通一篇文章，不是一件简单的事，在要求上只能有个程度的把握，有的学生做得好一点，有的差一点，在讨论课上一开口就可以知道谁有没有下功夫。什么地方的学生，都需要有点压力，规定他们做点什么，否则，他们会什么都不做。在网上飙博文，通常会比读课堂里老师布置的文章有意思。念书的事情，说到底，最后还是得看学生自己的兴趣和能力。

           

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