2019年4月17日華師雙語(yǔ)大劇院舉辦了"Explore the Brain"（探索大腦）主題講座，此次講座邀請(qǐng)了華師雙語(yǔ)國(guó)際專家咨詢委員會(huì)（International Advisory Board）成員，斯坦福大學(xué)文理學(xué)院講席教授，美國(guó)藝術(shù)與科學(xué)學(xué)院院士，美國(guó)國(guó)家科學(xué)院院士，未來(lái)科學(xué)大獎(jiǎng)科學(xué)委員會(huì)委員－－駱利群教授。

On April 17, 2019, ECNUAS Theatre held a seminar on “Exploring the Brain”.This lecture invited members of the International Advisory Board, Professor of the Stanford University College of Arts and Sciences, USA. Academician of the College of Arts and Sciences, Fellow of the National Academy of Sciences, Member of the Scientific Committee of the Future Science Awards - Professor Luo Liqun.

      講座前，龔校長(zhǎng)致辭感謝駱教授不遠(yuǎn)萬(wàn)里而來(lái)為學(xué)生講課，向駱教授頒發(fā)了國(guó)際咨詢委員會(huì)成員聘書(shū)。駱教授作為咨詢委員，將為我校的國(guó)際化建設(shè)和學(xué)術(shù)發(fā)展提供建設(shè)性的意見(jiàn)和建議。

Before the lecture, President Gong delivered a speech thank Professor Luo for coming to do the lecture and presented Professor Luo with a letter of appointment from the ECNUAS International Advisory Committee. As an advisory committee member, Professor Luo will provide constructive comments and suggestions for the internationalization and academic development of our school.

      如同給斯坦福大學(xué)的學(xué)生授課一樣，駱教授首先告訴了同學(xué)們一套思考的方式：其中較重要的就是“問(wèn)問(wèn)題“。比如，我為什么會(huì)長(zhǎng)得像我爸爸媽媽？我為什么會(huì)記住或者忘記？當(dāng)問(wèn)題出現(xiàn)，接下來(lái)就是“找答案“的過(guò)程，通過(guò)觀察、測(cè)量、思考、總結(jié)，提出理論并設(shè)計(jì)實(shí)驗(yàn)來(lái)驗(yàn)證。

Just like teaching at Stanford University, firstly, professor Luo told the students how to think: the most important one is "ask questions." For example, why do I look like my father and mother? Why do I remember or forget? When the problem arises, the next step is “finding the answer”, which is verified by observing, measuring, thinking, summarizing, proposing the theory and designing the experiment.

      駱教授講述了牛頓、孟德?tīng)柕瓤茖W(xué)家發(fā)現(xiàn)科學(xué)規(guī)律的過(guò)程，同時(shí)在屏幕上播放了一個(gè)大家不太熟悉的人物照片，華師雙語(yǔ)高中部一位學(xué)生答出了正確答案，卡哈爾。卡哈爾是神經(jīng)生物學(xué)的奠基人，也是駱教授十分傾佩的科學(xué)家。從卡哈爾，學(xué)生們走進(jìn)了神經(jīng)生物學(xué)的領(lǐng)域。一個(gè)又一個(gè)的案例，告訴了學(xué)生們什么是神經(jīng)生物學(xué)研究的范疇。

Professor Luo talked about the process of discovering the laws of science by Newton, Mendel and other scientists. At the same time, a picture of people who are not familiar with them was played on the screen. A student from the high school answered the correct answer, Cahal. Cahal is the founder of neurobiology and a scientist that Professor Luo admires. From Cahal, the students entered the field of neurobiology. One case after another, telling students what is neurobiology research.

      比如，我們的母語(yǔ)和第二語(yǔ)言發(fā)展的年齡段，在腦部呈現(xiàn)不同的神經(jīng)信號(hào)圖像；通過(guò)這個(gè)命題，大腦的基本結(jié)構(gòu)呈現(xiàn)在我們面前。那么，我們又是如何感知這個(gè)世界呢？五種感觀支配著我們感知這個(gè)世界，視覺(jué)、聽(tīng)覺(jué)、嗅覺(jué)、味覺(jué)、觸覺(jué)。其中鮭魚(yú)回巢的想象，非常典型了說(shuō)明了它們依靠嗅覺(jué)記憶的行為模式。小雞依靠視覺(jué)產(chǎn)生行為的實(shí)驗(yàn)，也非常有趣，同學(xué)們紛紛舉手猜測(cè)這個(gè)實(shí)驗(yàn)，答案也非常接近設(shè)計(jì)實(shí)驗(yàn)的目的。貓頭鷹是的聽(tīng)力大師，科學(xué)家給它們戴上眼鏡來(lái)做實(shí)驗(yàn)，也發(fā)現(xiàn)了聽(tīng)覺(jué)的奧秘。這些有趣的實(shí)驗(yàn)，激發(fā)了同學(xué)們的熱情，華師雙語(yǔ)的學(xué)生們，又打開(kāi)了一扇走進(jìn)大腦之門！

For example, the age range in which our mother tongue and second language develops different images of nerve signals in the brain; through this proposition, the basic structure of the brain is presented. So how do we perceive the world? Five senses dominate our perception of the world, sight, hearing, smell, taste, and touch. The imagination of the salmon returning to the nest is very typical of their behavioral patterns which relying on olfactory memory. The experiment of the chicks relying on visual behavior is also very interesting. The students tried to find the answer, which is very close to the purpose of the experiment. Owls are famous hearing masters. Scientists put on glasses to do experiments and discovered the mystery of hearing. These interesting experiments inspired the enthusiasm of the students, and opened a door to the students!

      駱教授也講到了近些年非常熱門的話題，人工智能的話題－－－電腦和人腦。他用一系列數(shù)據(jù)告訴了學(xué)生們兩者之間的區(qū)別，也用“網(wǎng)球“名將來(lái)形象地描繪我們?nèi)四X的反應(yīng)。當(dāng)然人的大腦是可以不斷發(fā)展，不斷進(jìn)行深度的學(xué)習(xí)的。這是教授對(duì)學(xué)生們的鼓勵(lì)，應(yīng)該繼續(xù)進(jìn)行深入學(xué)習(xí)和探索，知識(shí)是無(wú)窮盡的。

Professor Luo also talked about the hot topic in recent years, the topic of artificial intelligence - computer and the human brain. He used a series of data to tell the students the difference and also used the "tennis" vividly depict the reaction of our human brain. Of course, the human brain can continue to develop and continue to study in depth. This is the encouragement of the professors to the students. They should continue study and explored in depth, and knowledge is endless.

       講座的時(shí)間很快就過(guò)去，但是激發(fā)出的思維火花才閃現(xiàn)出，同學(xué)們又提出了不少關(guān)于科學(xué)和探究的問(wèn)題。其中兩位在講座中回答出正確答案的學(xué)生，獲得了駱教授的贈(zèng)書(shū)。我校學(xué)生提出問(wèn)題的深度讓教授非常驚訝，教授贊嘆中學(xué)生有人回答出了大學(xué)里都沒(méi)有人回答出的問(wèn)題。講座結(jié)束，駱利群教授走進(jìn)課堂和高年級(jí)學(xué)生繼續(xù)探討，和他們討論了關(guān)于環(huán)境和生物、生物和物理等交叉學(xué)科的知識(shí)，也為他們未來(lái)的發(fā)展提出建議。

The time for the lecture passed soon, but the spark of thought was flashed out, and the students have many questions about science inquiry. Two of the students who answered correctly in the lecture received a gift from Professor Luo. The depth of the questions raised by our students made the professor very surprised. The professor praised some students can answering questions that even too difficult to the university student. At the end of the lecture, Professor Luo Liqun went into the classroom continue to discuss the knowledge of environment, biology and physics, and also provide suggestions for their future development.

        一場(chǎng)高學(xué)術(shù)的講座的意義，讓我們看到這個(gè)世界的奇妙和值得探索之處，同時(shí)，也了解了我們?nèi)绾巫呦蜻@里，開(kāi)始自己的道路。一個(gè)小的思維火花，也能綻放無(wú)限的光芒，為人類的發(fā)展帶來(lái)深刻的意義。華師雙語(yǔ)將邀請(qǐng)更多國(guó)際度的專家學(xué)者來(lái)我校作訪問(wèn)交流，指導(dǎo)我校學(xué)生的專業(yè)學(xué)習(xí)。從華師大講堂為一個(gè)出發(fā)點(diǎn)，專家學(xué)者來(lái)為學(xué)生播撒下了科學(xué)的種子，希望在若干年以后，這里能產(chǎn)生未來(lái)的學(xué)者大咖，再次站在華師雙語(yǔ)的講臺(tái)上。

The significance of a high academic lecture allows us to see and explore the world. At the same time, we also understand how can we  start our own path. A small spark of thought can bloom infinitely, bringing profound meaning to the development of mankind. ECNUAS will invite more internationally renowned experts and scholars to visit us, to guide the professional study of our students. From ECNUAS, experts and scholars bring spark of thought. I hope that after few years, our school will invited scholars back to ECNUAS.