历史第二课堂｜G9学子亲历博物馆奇妙夜，解锁历史新玩法

博物馆作为 “第二课堂”，打破了传统教室的边界，为同学们提供了沉浸式的学习体验。此次活动以 “文物会说话” 为核心理念，精心设计的 “文物谜题闯关” 环节，瞬间点燃了同学们的探索热情。活动伊始，大家被分成商周队、唐宋队、明清队三个小组，怀揣着《文物探秘手册》，带着满满的好奇心，踏上了这场神秘的文物寻宝之旅。在这里，每一件文物都是鲜活的教材，每一次探索都是生动的学习过程。

The museum, as a "second classroom," transcends the boundaries of traditional classrooms, offering students an immersive learning experience. This event, centered around the core concept of "Artifacts Speak," has ignited the students' passion for exploration through the meticulously designed "Artifact Puzzle Challenge" segment. At the outset of the activity, the students were divided into three teams: the Shang-Zhou Team, the Tang-Song Team, and the Ming-Qing Team. Armed with their "Artifact Exploration Manuals" and brimming with curiosity, they embarked on this mysterious artifact treasure hunt. Here, each artifact serves as a vivid textbook, and every exploration is a lively learning process.

“春秋之时，礼器为尚。瓠瓜之形，鳞纹作裳……” 随着第一条最难线索的公布，各小组迅速分散开来，在博物馆的展厅中寻找答案。同学们时而驻足凝视文物，时而低头查阅资料，时而热烈讨论交流。他们凭借着对历史知识的掌握，以及团队成员间的默契配合，在文物与线索之间寻找着蛛丝马迹。

"During the Spring and Autumn Period, ritual vessels were highly esteemed. The shape of a calabash, with scale patterns as its attire..." With the announcement of the first and most challenging clue, the teams quickly dispersed throughout the museum's exhibition halls in search of answers. The students would pause to gaze intently at the artifacts, lower their heads to consult reference materials, and engage in lively discussions. Relying on their grasp of historical knowledge and the tacit cooperation among team members, they sought clues and connections between the artifacts and the hints.

鳞纹瓠壶、宴乐画像纹杯、鎏金鐎盉等珍贵文物在探索中“活”了起来。老师引领学子们不仅观察其造型纹饰，更深入解读其背后的时代特征、文化功能与社会风貌（如礼器象征、贵族生活、精湛工艺），触摸千年文明的脉搏。

Precious artifacts such as the Scale-Pattern Calabash Pot, the Banquet and Music Painting Cup, and the Gilded Jue Hu "came to life" during the exploration. Under the guidance of their teachers, the students not only observed the shapes and decorations of these artifacts but also delved into their underlying era characteristics, cultural functions, and social contexts (such as the symbolism of ritual vessels, noble life, and exquisite craftsmanship), touching the pulse of a thousand-year-old civilization.

活动还融入创意元素，学子们结合文物特点摆出趣味造型拍照留念。最终，“最佳考古小队”诞生，但比荣誉更珍贵的是收获：在老师的精心设计下，书本知识变得鲜活，冰冷的文物化作“时光信使”，学子们的历史思维、实践素养得以提升，文化传承的内驱力被激活，纷纷表示将主动深入了解中华文明的博大精深。 

The event also incorporated creative elements, with students striking interesting poses based on the characteristics of the artifacts and taking commemorative photos. Ultimately, the "Best Archaeological Team" was crowned. However, more precious than the honor was the harvest: under the teachers' meticulous design, textbook knowledge became vivid, and the cold artifacts transformed into "messengers of time." The students' historical thinking and practical literacy were enhanced, and their internal drive for cultural inheritance was activated. They all expressed their willingness to actively delve deeper into the profound and extensive nature of Chinese civilization.

经过一番激烈的角逐，积分最高的唐宋小组荣获 “最佳考古小队” 称号，收获了丰厚的奖励。但比奖励更珍贵的，是同学们在博物馆第二课堂中收获的知识与成长。活动结束后，大家纷纷表示，通过这次奇妙夜探索，那些原本在课本上略显枯燥的历史知识，如今变得鲜活起来。文物不再是展柜里冰冷的陈列品，而是承载着千年文明的 “时光信使”。博物馆作为第二课堂，以其独特的文化氛围和丰富的藏品，让同学们在潜移默化中加深了对中华文明的理解与认同。

After a fierce competition, the Tang-Song Team, with the highest points, was awarded the title of "Best Archaeological Team" and received generous rewards. But more valuable than the rewards was the knowledge and growth the students gained in the museum's second classroom. After the event, everyone agreed that the once somewhat dull historical knowledge from textbooks had now become vivid. Artifacts were no longer cold exhibits in display cases but "messengers of time" carrying a thousand years of civilization. As a second classroom, the museum, with its unique cultural atmosphere and rich collections, subtly deepened the students' understanding and identification with Chinese civilization.

“博物馆奇妙夜” 活动不仅实现了构建立体历史知识网络的文化认知目标，让同学们能准确识别目标文物的时代特征与文化功能；还在能力培养上取得了显著成效，提升了同学们的历史思维与实践素养；更重要的是，激活了同学们文化传承的内驱力，许多同学表示，会主动去查阅更多文物的延伸资料，深入了解中华文明的博大精深。

The "Museum of Wonders Night" event not only achieved the cultural cognitive goal of establishing a three-dimensional historical knowledge network, enabling students to accurately identify the era characteristics and cultural functions of target artifacts, but also achieved significant results in capability development, enhancing students' historical thinking and practical literacy. More importantly, it activated the students' internal drive for cultural inheritance. Many students expressed that they would take the initiative to look up more extended information about artifacts and gain a deeper understanding of the profound and extensive nature of Chinese civilization.