孙文博,陈宜保,陈正宇,王秀凤,陈宏,张留碗

• 1:清华大学物理系

摘要(Abstract)：

在高校实验教学中，“重操作轻设计”“重结果轻过程”“重细微轻视野”等问题成为制约人才培养质量的核心痛点。针对该问题，清华大学近代物理实验课程教学团队以国家人才战略为纲、清华特色为本、学生未来深造及工作单位用人需求为立足点，确立了“开阔视野、打牢基础、学会实践、理解创新”的课程目标。为促进目标的有效贯彻实施，团队构建了精细化教学匹配体系，包含三大核心举措：一是开展前沿物理实验载体建设，并梳理出凝聚态物理、量子物理、光学相关三大领域的实验链条，构造了课程展现学术技术脉络的“经线”体系；二是适应不同学生学情，推出“基础型（6个常规实验）”“导引型（N+X拓展研究）”“进阶型（1个自由实验）”三种选课模式，实施关注成长增量的全过程评价，构造了课程的阶梯化教学“纬线”体系；三是构建了“有温度”的软硬件支撑体系，包括功能强大的信息化平台、多维度沟通渠道和面向探索式学习的自选器材库。文末列举“量子计算机探路者”和“饱和吸收光谱实验设计师”两个典型案例，以展示如何引导学生从被动操作转向主动探究，如何培养学生的实验“设计者视角”。教学实践表明，目标的设立和体系的实施促进了学生从“操作员”向“设计者”的角色转变，有助于提升学生的科学素养与创新能力。

关键词(KeyWords)： 近代物理实验;课程目标;课程建设;量子物理;阶梯式教学

Abstract:

Keywords:

基金项目(Foundation): 教育部拔尖计划2.0研究课题（20211007）;教育部产学合作协同育人项目（231001318115817）;; 清华大学实验室创新基金（202504303）

作者(Author): 孙文博,陈宜保,陈正宇,王秀凤,陈宏,张留碗

DOI: 10.27024/j.wlygc.2026.06.23.01

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