195 1- 1952 studied in Tsinghua University.
1952- 1959 studied in Peking University.
1959- 1983 worked as a teaching assistant, lecturer and associate professor in Peking University.
1982- 1983 once worked in the bohr institute of Copenhagen university in Denmark.
Professor Peking University went from 65438 to 0984.
1985 Adjunct Professor of Southwest Normal University.
1988 Adjunct Professor of Anhui University.
1994 Adjunct Professor of Fudan University.
1992-2002, deputy director of the professional committee of nuclear structure of China Nuclear Physics Society.
65438-0998 Professor of Physics (Quantum Mechanics) in Zhou Peiyuan, Peking University.
1999-200 1 Presided as a professor of "Famous Course of Establishing National Science Bases" (Quantum Mechanics).
From 2000 to 2003, he was an adjunct professor in Tsinghua University.
Adjunct Professor of Inner Mongolia University for Nationalities 200 1.
In 2002, he served as an adjunct professor at Guizhou Normal University. Zeng, 193 1, was born in Longchang County, Sichuan Province on June 26th. He spent eight years in War of Resistance against Japanese Aggression and four years in the War of Liberation. During the Anti-Japanese War in Sichuan, many cities were bombed by Japanese aggressor planes, and his hometown suffered greatly. "The mountains and rivers are broken, and the country has no peace." At that time, many patriotic intellectuals moved from the occupied areas occupied by the Japanese invaders to the rear of the motherland and taught in primary and secondary schools, bringing many new ideas. He still remembers and thanks these excellent teachers. Under their influence, in the anti-Japanese and national salvation democratic movement that was in full swing at that time, I was influenced by patriotism and the idea of saving the country scientifically from childhood, and I deeply realized that only when the motherland is strong can it not be bullied by imperialism. 195 1, admitted to the physics department of Tsinghua University. 1952 entered the physics department of Peking University. 1955 after graduation, Peking University was recommended as a graduate student majoring in theoretical physics, studying under Hu Ning and Yang Liming. 1959 graduate students stay in school to teach. During my study in Tsinghua and Peking University, I was fortunate to be guided by many famous teachers and laid a solid foundation in physics, the most important basic course. Senior teachers love the spirit of the motherland and rigorous style of study, which benefits him for life.
Zeng's life can be said to have been spent in school. 1959 was educated in this school before teaching, and has been teaching in Peking University and Tsinghua since then. Despite the influence of the "Cultural Revolution", he never left his teaching post. 1982- 1983 was invited by a famous physicist and Nobel Prize winner in physics to visit the N Bohr Institute of Copenhagen University. 1985, to commemorate the centenary of N Bohr's birth, he was invited to visit the N Bohr Institute again for a short time. A Bohr inherited his father N Bohr's rigorous scientific research style and tireless teaching spirit, and paid special attention to cultivating young people's innovative ideas, which left a deep impression on him. 1959 graduated from the physics department of Peking University, majoring in theoretical physics. Due to the need of work, he immediately went to the podium and gave a lecture on quantum mechanics (the lecture was for undergraduates in physics department, geophysics department and radio electronics department). During the Cultural Revolution, the normal teaching order was interrupted. In the later period of the Cultural Revolution, the courses of quantum mechanics and advanced quantum mechanics were re-taught, guiding graduate students and postdoctoral students. From 65438 to 0999, he served as the presiding professor of "Famous Course of National Science Base Creation" (Quantum Mechanics). In 2000, he was employed as an adjunct professor in the Department of Physics of Tsinghua University, teaching quantum mechanics and presiding over the lecture "Frontier Progress of Quantum Mechanics".
In his teaching career of more than 40 years, he is diligent, conscientious and responsible, with simple style and rigorous scholarship. He teaches by example. Many attempts and efforts have been made to implement heuristic teaching and pay attention to cultivating innovative talents, and good results have been achieved. In Peking University, the scores of many teaching inspections (anonymous comments by students) are among the highest in the whole school, and they have won many awards such as excellent teachers and excellent courses. Over the past 40 years, nearly 10,000 college students, graduate students and advanced teachers have attended his lectures, many of whom have made important achievements in their respective fields. It has contributed to the cultivation of talents of the motherland and the improvement of the teaching level of quantum mechanics.
In the long-term teaching practice, he gradually explored a set of teaching ideas with his own characteristics. He believes that a good university teacher should not only be satisfied with imparting knowledge, but should focus on cultivating students' ability to think, ask questions and solve problems. Students learn a course by inheriting the indirect knowledge summarized by predecessors from practice. Teachers and students should correctly handle the relationship between inheritance and innovation, and "carry forward the past and the future". But "carrying forward" is only a means, and the purpose can only be to "explore" more effectively. Students should not worship books and existing theories, but should regard them as developing things. To treat the ideological heritage of our predecessors, "we can neither deny it rashly nor believe it blindly". Encourage students to question existing theories and inspire them to put themselves in their shoes. Can they draw the theories and laws summarized by predecessors through analysis and reasoning according to the facts confirmed by experiments? Can you imagine a theory to explain the new experimental phenomenon? In this process, even if the students' ideas are wrong, it doesn't matter, so they can get extremely valuable exercise in their ability to work independently. If the students' ideas are right, so much the better. In the history of science, there are many examples of different roads leading to the same goal. For such students, he often allows them to be exempted from exams. This is a tentative reform of his examination method. Now it seems that this is very conducive to the implementation of teaching students in accordance with their aptitude and cultivating innovative talents. Among the undergraduates in Tsinghua, Peking University, there are such students. In the process of studying quantum mechanics, inspired by their teachers, they solved some unsolved problems in physics and wrote papers and published them in important foreign academic journals.
In teaching, he also advocates equal discussion between teachers and students. "Science is rooted in discussion" (Heisenberg). Encourage students to question the teacher's statement, as the saying goes, "Where the Tao is, the teacher is there", "Disciples don't have to be inferior to teachers, and teachers don't have to be superior to disciples" (Han Yu). Practice has proved that many students he has taught have made outstanding achievements in different fields. He thinks this is the best reward for his hard work for teaching.
The first and second volumes of Quantum Mechanics edited by Yong are important textbooks and reference books in China's higher education.
It plays an important role in the development of physics and related disciplines in China. In addition, he also compiled the Course of Quantum Mechanics.
Quantum mechanics problem sets and other books.