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（轉(zhuǎn)載）為什么“B”學(xué)生搞科研比“A”學(xué)生更容易成功 已有25人參與
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最近在實(shí)驗(yàn)室輪換，感覺非常不好，大家對我的評價都不是太好。不知道哪里出了問題。我是個比較笨的學(xué)生，本科的GPA也不高，實(shí)驗(yàn)動手能力也差。應(yīng)該是C類學(xué)生，老老實(shí)實(shí)做人踏踏實(shí)實(shí)做事，努力吧，像我這樣不聰明的，就只能實(shí)驗(yàn)多失敗幾次，多被罵幾次才能做得差不多。但愿老板還給我機(jī)會。 下面就是轉(zhuǎn)載的一個老師的博文，與蟲友共享 這個學(xué)期我負(fù)責(zé)一門生化專業(yè)本科生的閱讀寫作課BMB511。明天中午就是給學(xué)生打分并公布成績的最后期限，可是其中一個非常聰明且學(xué)習(xí)成績幾乎全A的學(xué)生還沒有把我交待的作業(yè)交上來。為啥？她竟然是因?yàn)楦杏X作業(yè)不夠完美，不想讓我看。換句話說就是，不怕得F，但怕得B！碰到這樣的學(xué)生真要命，給F感覺對不起她的聰明努力，但給A憑什么�。� 由此想到關(guān)于“A”學(xué)生和“B”學(xué)生長久以來的爭議�！癇”學(xué)生一般屬于那種對什么都不夠精通但都知道一點(diǎn)兒的學(xué)生。這種學(xué)生一般還能按時完成任務(wù)，雖然很多時候有這樣或那樣的缺陷。換句話說，“B”學(xué)生很多時候不能把所有事情做到盡善盡美，但可以做到足夠好（到可以得B）�！癇”學(xué)生可以在還沒完全弄清楚實(shí)驗(yàn)原理的情況下，敢于先動手試試，在實(shí)驗(yàn)中積累經(jīng)驗(yàn)并取得成功。 反之，“A”學(xué)生一般會對所做的事情非常非常精通，比如學(xué)習(xí)、考試、或?qū)硪獜氖碌哪承┞殬I(yè)。而且他們想把所有的事情都做到完美。如果不能做到非常完美，他們通常會很煩惱。嚴(yán)重的會分不清主次，像我碰到的這個學(xué)生一樣，感覺作業(yè)不夠好就不交，即便是Deadline就在眼前。對搞科研來講，這個品質(zhì)很多時候是成功的絆腳石。 之所以有此番感慨，是因?yàn)檫�有另外一個“A”學(xué)生在實(shí)驗(yàn)室的表現(xiàn)。這個學(xué)生非常認(rèn)真，也像本文開頭的那個一樣是追求完美的人。如果你看他的筆記，你會感到非常吃驚，那個仔細(xì)，那個完美，沒話說！當(dāng)他把實(shí)驗(yàn)結(jié)果拿給我看的時候，我就納悶怎么本來應(yīng)該處理1小時的實(shí)驗(yàn)看上去怎么變的象是處理5小時的��？反復(fù)幾次后我才發(fā)現(xiàn)他為了一絲不差地實(shí)施實(shí)驗(yàn)步驟和記錄實(shí)驗(yàn)細(xì)節(jié)，把本來一個小時的實(shí)驗(yàn)處理不得不延長到5個小時。第一次實(shí)驗(yàn)這樣還有情可原，可他次次都這么做！當(dāng)然了我不是想說這種態(tài)度完全不對，我想說的是“A”學(xué)生們一定要在任務(wù)質(zhì)量、任務(wù)要求、任務(wù)期限等之間掌握好平衡。因?yàn)榱粝峦昝拦P記而不顧實(shí)驗(yàn)要求就走得太偏了。 網(wǎng)上看到一篇FemaleScienceProfessor寫的文章：In Praise of B Students。感覺對想搞科研的“A”學(xué)生和“B”學(xué)生都有些幫助，原文如下。在讀此英文文章之前先把這個女“A”學(xué)生的事情做個了斷：為盡一個老師的職責(zé)，我只能把學(xué)生約到辦公室進(jìn)行面試，以便了解她的學(xué)習(xí)情況。雖然我會根據(jù)她的表現(xiàn)打分，但我現(xiàn)在傾向于最多給B，大家說有沒有道理�。� Supervising undergraduates in research is of course different in many ways from supervising graduate students -- e.g., expectations, scope of project, amount and type of interaction between student and advisor -- but there are also some similarities. For example, selecting undergraduates as research assistants or advisees based on their grades in classes does not automatically lead to a fulfilling research experience for all concerned. This is a hazard of the admissions process for graduate school, but it also afflicts the selection of students for undergraduate research experiences, even when we have taught these students in our very own classes. This is (mostly) not a rant about supposedly smart students who can't or won't do research, or who can do research but are such incredibly high maintenance that the research experience becomes a serious burden for everyone within a 5 kilometer radius of their research project. This is instead a prose poem of praise for the hard-working B students who excel at research and with whom it can be very enjoyable to work. Some of my undergraduate research assistants are chosen after a competitive application process. Summer interns, for example, are from a highly-selective pool comprised of the top students from the top universities in the country. In this case, "top student" is typically defined as the students with the highest GPA. Most of these students are in fact excellent interns, but some of them are mediocre and some of them are abysmal. It is fascinating in a semi-disturbing kind of way that the same situation applies for selecting students from my own institution. These are students I have met in person before I hire them as undergraduate research assistants or sign on as their advisor for a thesis or research project. In some cases these are the students who got top grades in rigorous courses taught by me and others, yet some of them, however bright, are not so smart when it comes to research. When choosing undergrad research students from my own university, I don't always select the A students. Don't worry -- the hard-working and talented A students are not going without research experiences. In fact, every student who wants such an experience can find an advisor. But sometimes I select a B student who seems to be motivated and smart, but who just doesn't do as well in some classes as some other students. In my experience, the success or failure of these B students at undergraduate research projects is indistinguishable from that of A students -- I have had experiences ranging from outstanding to ghastly with both -- but there are some mutual benefits to working with B students. For the student, a successful research experience as an undergraduate may in some cases offset a modest GPA in graduate admissions efforts. For the advisor, the B student might be easier to work with in some ways. An unscientific hypothesis some of my colleagues and I have recently discussed is that many B students might have the advantage of being less high-maintenance than some A students because they tend not to be so anxious. I think we are perhaps not the first to propose this; for example, see the cartoon in the 9 January 2009 Chronicle Review by V Hixson. In the cartoon, one professor says to another "Actually, I like the B+ students best.. bright, but still humble." And many B students do just as well as A students in research. Reasons for this include: Doing well in a classes, even really difficult ones, does not mean that someone has the skills necessary to do research. Of course we don't expect that students, however stratospheric their GPA, will automatically know how to do research -- as advisors we try to teach this -- but some students learn and thrive as a project evolves, and others do not, no matter how 'smart' they are. The same is true of graduate students. Random example: An apparently top student with A's in difficult courses worked with me on a straightforward bit of research, but it quickly became clear that he had no ability to make connections between different observations or thoughts, could not visualize phenomena, and only understood basic concepts if they were repeated to him many times. He had a great attitude about the work and eked out some results (with lots of help), but he never really understood what he was doing and never went beyond a 'problem set' kind of approach to the research. Doing research as a student typically means you have to be willing to interact with at least one other person (the advisor) and possibly others as well (other students, other faculty, postdocs, technicians). Some people can do this well and some people can't, even with experience, no matter how high their GPA. Random example: One of my A-student interns needed to learn and use a not-complicated technique. Others in the group were experienced with this technique, and several of us were available to answer her questions. After a day or so, A-student came to me, clearly upset, and said "I had some questions and X (an undergrad) and Y (a grad student) helped me a lot, but it is obvious that they care more about their own research than they do about mine." I replied "Well, I should hope so", a comment that shocked her. Her voice quavered as she said "But what about me?". Heroically resisting saying something sarcastic and/or insensitive, I gave her a gentle mini-lecture about being a part of a community of researchers driven by individual curiosity and working together but also independently etc. etc. She was not happy to learn that the major focus of all our efforts and interests was not her. Alas, this realization did not change her world view, but we somehow got through the rest of the summer and she returned in the fall to her home institution and the professors who wrote her rave letters of recommendation and later admitted to me that they didn't like working with her either. It would save a lot of time, money, stress, and grief if we could predict in advance which students would do well in a research experience, but in the absence of a reliable method of prediction, we'll just have to continue with the classic trial-and-error approach. Most of the time this works out well, especially if the students are mostly sane. |
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