王致远

第一次独自走出国门，进入哈佛大学体验真实的大学课堂。在哈佛教授的合成生物学课程中，我第一次近距离接触前沿研究，看到基因线路如何被设计与编程——由此坚定了深耕生物的决心，“去海外读大学”也从模糊念头变成了清晰目标。

My first time abroad on my own, sitting in real university classrooms at Harvard. A synthetic-biology course taught by Harvard faculty gave me my first close look at frontier research — how gene circuits are designed and programmed — and turned "studying abroad" from a vague idea into a clear goal.

系统学习生物信息学数据分析、基因功能研究等专业知识与实操技能；独立完成文献调研，结合课程所学分析基因数据，最终完成 FAM131A 未知功能基因的功能推测综述报告，得到夏校导师的专业点评与认可。全英文的授课与研究环境显著提升了我的专业英语能力。

Systematically studied bioinformatic data analysis and gene-function research, then independently completed a literature-based review proposing functions for the uncharacterized gene FAM131A — commended by the course mentor. The all-English research environment sharpened my academic English as well.

独立组队完成“长效解决乳糖不耐受的可行性方案及验证”（转基因益生菌疗法的可行性分析与多维风险评估）。在没有老师指导的情况下从零搭建研究框架，比对 30 余篇权威期刊文献，重新分析人群调研数据，并请教老师后彻底调整研究框架，建立起严密的合规性与长期安全风险评估模型。最终获全国论坛华北区团队二等奖，论文发表于学术期刊《进展》。

Led a self-organized team on "a long-term solution for lactose intolerance" — a feasibility analysis and multi-dimensional risk assessment of a probiotic therapy. With no faculty supervision, I built the research framework from scratch, reviewed 30+ journal papers, re-analyzed our survey data, and rebuilt the compliance and long-term safety model after consulting a teacher. We won 2nd prize (North China) at the national forum, and the paper was published in the journal Progress.

在付馨悦老师的鼓励与课内 PBL 项目式学习框架下，独立搭建并运营面向学校生物社区的 AP 生物学习平台 Biochem-niche——就是你现在正在浏览的这个网站。毫无全栈经验的我在课余从零自学网页开发，联调 Supabase 数据库与 Vercel 部署时遭遇环境变量、认证与路由重定向的连环报错，最终交叉比对 Error Logs 逐一打通。目标只有一个：帮老师定位知识盲区，帮学生自主学习，让没有资源的学生也能公平地获取知识。

Encouraged by my advisor Ms. Fu within the course's PBL framework, I independently built and now operate Biochem-niche — the very site you are browsing. With no prior full-stack experience, I taught myself web development after class; wiring the Supabase database to Vercel deployment meant an afternoon of cross-reading cryptic error logs until the data flowed. The goal: help teachers spot knowledge gaps, help students learn independently, and make quality resources fair for everyone.

依托秦岭国家级自然保护区，以佛坪县三官庙管护站为核心调研地，带领团队用样方调查法系统考察人工林与次生林的乔木、灌木、草本三个垂直层次，记录种类、数量、高度、胸径、冠幅与盖度等指标；以香农与辛普森多样性指数量化评估两种恢复模式。结果发现：次生林的多层次物种多样性与群落均匀度整体优于人工林，而人工林呈现明显的优势种垄断。考察为秦岭人工林近自然化改造与生物多样性保护提供了详实的数据参考。

In the Qinling National Nature Reserve (Sanguanmiao station, Foping), I led a quadrat-survey team comparing tree, shrub, and herb layers between plantation and secondary forests — recording species, counts, height, DBH, crown width, and coverage, then quantifying both restoration modes with Shannon and Simpson diversity indices. Secondary forests proved more diverse and even across layers, while plantations showed clear dominance by a single species — solid data for near-natural restoration and biodiversity conservation in the Qinling mountains.