novelhk Chapter 138 From Cultural Relics Research to Academic Exchange: Su Xuan's Teaching Practice
Chapter 138 From Cultural Relics Research to Academic Exchange: Su Xuan's Teaching Practice
Su Xuan received an invitation from her supervisor to take on the role of a teaching assistant for graduate students at Peking University. Because she works at the Sichuan Provincial Institute of Cultural Relics and Cultural Relics, she is unable to teach in person and can only teach online.
Online classes are scheduled for Tuesday and Thursday evenings each week, with each session lasting two hours. To ensure the quality of instruction, Su prepares ample teaching materials in advance. She divides the course content into two parts: theoretical explanations and case studies.
In the theoretical explanation section, Su Xuan elaborated on the professional knowledge in the field of cultural relics research. Through PowerPoint presentations and practical examples, she conveyed complex theoretical knowledge to students in a simple and easy-to-understand way.
In the case study session, Su Xuan selected several representative cases of cultural relic research. She had the students discuss in groups, analyzing the problems and solutions presented in the cases. Throughout the discussions, Su Xuan provided online support to answer their questions.
For this course, Su Xuan also assigned homework. She required students to complete the assignments by researching materials and writing papers. To facilitate student submissions, she specifically created an online platform.
Throughout the teaching process, Su Xuan maintains excellent communication with her students. She regularly collects feedback from students on the course and adjusts the teaching content and methods accordingly.
Although she only teaches twice a week, Su Xuan takes it very seriously. She hopes that through her efforts, her students will benefit from the course.
Su Xuan fully leverages her expertise in cultural relic research in her online teaching. She incorporates numerous real-world cultural relic cases into her lessons, making dry theoretical knowledge engaging and interesting. Each time she explains a case, she details the relic's background, historical value, and research methods.
The students showed great interest in Su Xuan's courses and actively participated in class discussions. In one discussion, students raised different opinions regarding the research methods used on a particular artifact. Su Xuan guided them to analyze the topic from multiple perspectives and encouraged them to express their own viewpoints.
To help students better understand the course content, Su Xuan also organized online group activities. Students worked in groups to conduct research and share their findings within their groups. This approach not only increased students' learning motivation but also fostered their teamwork skills.
During the interactive sessions of the course, Su Xuan invites students to share their experiences and insights in cultural relic research. Some students share their participation in cultural relic research projects, while others offer unique perspectives on cultural relic research.
As the course progressed, Su Xuan noticed that the students' enthusiasm for cultural relic research was growing. She also continuously adjusted her teaching methods to meet the students' needs.
To enhance students' practical skills, Su Xuan also assigned some practical tasks. Students were required to research and analyze a cultural relic based on their acquired knowledge. Su Xuan would then provide feedback and guidance after the students completed their assignments.
During her teaching career, Su Xuan built a good relationship with her students. She often encouraged them to ask her for help when they encountered problems in their studies and research.
Through this course, students not only mastered professional knowledge in cultural relic research, but also improved their research abilities and innovative thinking. Su Xuan also gained many valuable experiences in the teaching process.
As the course progressed, Su Xuan noticed that the students' interest in cultural relic research was growing stronger, so she decided to organize a unique online exhibition showcasing the results of their research on cultural relics.
Before the activity, students chose cultural relics topics that interested them for in-depth research. Some students focused on ancient bronzes, some on ceramic art, and others on historical and cultural heritage.
On the day of the exhibition, students shared their research findings in turn. Some students used elaborately designed PowerPoint presentations to showcase the appearance of the artifacts, their historical background, and research methods; others presented videos demonstrating the restoration process and explaining the key techniques involved.
During the interactive session, other students actively asked questions, raising their own doubts and insights. Su Xuan encouraged everyone to participate in the discussion and guided students to think about the issues from different perspectives.
After the event, Su Xuan highly praised the students' performance. She believed that the students demonstrated outstanding research abilities and innovative thinking during the event.
To further broaden the students' horizons, Su Xuan invited senior experts from the Sichuan Provincial Institute of Cultural Relics to exchange ideas with them. The experts shared some of the latest research findings and practical experiences in cultural relics research, giving the students a deeper understanding of cultural relics research.
As the course drew to a close, Su Xuan began to think about how to help students better apply their knowledge to practical work. She decided to provide students with some practical opportunities to participate in cultural relic research projects.
Su Xuan contacted project leaders at the Sichuan Provincial Institute of Cultural Relics and secured opportunities for students to participate in cultural relic research. This allows students to apply their knowledge in real-world projects and develop their practical skills.
In the concluding summary of the course, Su Xuan conducted a comprehensive assessment of the students' learning outcomes. She affirmed their performance in the course and encouraged them to continue their efforts and achieve even greater success in the field of cultural relics research in the future.
During the students' participation in cultural relic research projects, Su Xuan noticed that many students encountered difficulties in practical operations. Therefore, she specially arranged an online Q&A session to address the questions the students had raised in the projects.
Before the activity began, the students compiled the problems they encountered in the project into a document and sent it to Su Xuan. After carefully studying these problems, Su Xuan explained them to the students one by one during the Q&A session.
She provided a detailed introduction to various methods and techniques for cultural relic research, guiding students on how to choose appropriate research methods for different types of artifacts. For example, she explained how to determine the composition and firing process of ceramic artifacts through chemical analysis, and how to use physical testing methods to determine the age and degree of damage of metal artifacts.
During the Q&A session, Su Xuan also shared her experience in cultural relic research. She told the students that they should maintain a rigorous attitude, pay attention to details, and consult materials and experts in a timely manner when encountering problems.
The students listened attentively to Su Xuan's explanation and asked questions actively. Some students raised specific problems they encountered in the project, and Su Xuan analyzed and answered them based on the actual situation.
To help students better understand cultural relic research, Su Xuan invited staff members from the Sichuan Provincial Institute of Cultural Relics to share their work experience. The staff members demonstrated the actual procedures of cultural relic research through videos, giving students a more intuitive understanding of the research process.
This Q&A session not only resolved the problems students encountered in their projects but also gave them a deeper understanding of cultural relic research. Su Xuan was very pleased to see the progress her students made in the projects.
As the course came to an end, Su Xuan began to think about how to provide students with more learning resources and support. She decided to create an online learning and exchange platform so that students could share their learning experiences and research results.
On the platform, students can exchange learning experiences and discuss issues related to cultural relic research. Su Xuan also regularly publishes the latest developments and key points in cultural relic research to provide students with learning references.
Through this platform, Su Xuan hopes that students will maintain their passion for cultural relic research and continuously improve their professional skills. She believes that with the students' efforts, they will surely achieve even greater results in the field of cultural relic research in the future.