在全球语境中，研究型大学本科教育及拔尖创新人才培养对所在国家的科技发展水平和社会总体实力有着巨大的影响，其改革方向是近二十年高等教育领域的难题之一。在我国，自2009年“基础学科拔尖人才培养试验计划”（简称“珠峰计划”）启动至今，研究型大学不断试点、积极探索本科拔尖创新人才培养的实践规律。顶尖研究型大学的改革试点形成了哪些办学经验与实践路径，蕴含了什么样的独特概念与话语体系，一直是当前国内学术界关注的问题。本研究以研究型大学本科拔尖创新人才培养为核心问题，选择“珠峰计划”首批试点项目之一“清华大学钱学森力学班”（简称钱班）为研究对象，基于其13年中大量档案文件、会议记录等静态数据，和研究者两年多的参与式观察、深度访谈等动态数据，综合运用案例研究、扎根理论等质性研究方法进行了多层次、多角度的系统分析。研究发现，钱班进行了独树一帜的研究型大学本科教育模式探索，提出并试行了以课程精深学习和科研进阶训练“双翼”为特征的拔尖创新人才培养新理念和新模式，是具有丰富教育学信息量的实践样本。首先，“双翼”模式较好地平衡了研究型大学本科教育中的张力和矛盾。钱班直面“钱学森之问”，回应信息时代研究型大学本科人才培养难题，将课程和科研贯通本科教育全过程，整合学生的知识和经验，兼顾学习的“通识性”和“专业性”、“理论性”和“实践性”、“基础性”和“前沿性”。其次，“双翼”模式探索了研究型大学如何调动教师积极参与本科生培养的多元路径。通过重新设计本科阶段教师工作的组织机制，有效缓和并解决教学和科研的平衡问题、资源分配难题、本科教学质量等问题，并将科研优势转化为人才培养优势。第三，“双翼”模式将本科生的学习时间、活动空间进行重构、拓展，如此不仅帮助学生协调了学术自我建构和社会自我建构，且为研究型大学本科拔尖创新人才培养中的学习行为规划、学习环境建设积累了真实情境中的实践经验。总体而言，虽然钱班的试点模式在进一步推广上仍存在资源可持续、生源选拔等约束性限制，但是其“双翼”模式已经基本形成了“知识和经验的系统整合”“师生指导互动的开放网络”“时间和空间的重构拓展”“学术自我和社会自我建构”的开放、包容、灵活、创新的本科教育组织方式，具有前置性教育改革试验的重要意义。

In the global context, undergraduate education and the cultivation of top-notch innovative talents in research universities have a huge impact on the scientific and technological development and the overall social strength of one country, but its reform direction has always been one of the most significant challenges in the field of higher education during the past two decades. In China, since the launch of the "Experimental Plan for Training Top-notch Innovative Talents in Basic Disciplines" (referred to as the "Everest Plan") in 2009, research universities have continued to pilot and actively explore the practical laws of cultivating top innovative talents. The experiences and practical methods formed in the trail, and the unique concepts emerged are worthy of attention in the current domestic academic.This work focuses on the cultivation of top-notch innovative talents for undergraduates in research universities, and takes Tsien Excellence in Engineering Program (TEEP) in Tsinghua university as the research object, which is one of the earliest pilot samples of China's “Everest Plan”. Based on a large number of static data such as official documents and meeting records across the past thirteen years of TEEP reform process, and dynamic data collected by researchers during the past two years including participatory observation, depth interview and field notes, this research provides systematical analyses from multiple levels and aspects, comprehensively using the methods of archival research, case study and grounded theory. It is found that TEEP has explored a unique paradigm of the undergraduate education in research universities, proposed and practiced a new concept and model of cultivating top-notch innovative talents characterized by "double wings" consisting of in-depth course learning and advanced scientific research training, which is a practical sample with rich educational information.First, the "double wings" model balances the tension and contradiction between research and instruction in undergraduate education of research universities. TEEP responds to the challenges of undergraduate talent cultivation in the information era and the famous "question of Tsien" with integrated “intensive course learning” and “advanced scientific research training” through the whole process of undergraduate education, which makes a “systematic integration of knowledge and experience” and considers both the genrerality and specialty, theory and practice, and basis and frontiers in the study. Secondly, the "double wings" model explores multiple paths for research universities to encourage teachers to actively participate in undergraduate training. By redesigning the organizational mechanism of teachers' work, the balance between teaching and scientific research, resource allocation problems, undergraduate teaching quality and other problems can be effectively alleviated and solved, and scientific research advantages can be transformed into talent training advantages. Third, the "double wings" model reconstructs the learning time and activity space of undergraduates, which not only helps students coordinate academic self construction and social self construction, but also accumulates practical experience in real situations for the learning behavior planning and learning environment construction in the cultivation of top-notch innovative talents for undergraduates of research universities.In general, although the pilot model of TEEP still has some limitations on further promotion, such as resource sustainability and student selection, its "double wings" model has basically formed an open, inclusive, flexible and innovative undergraduate education organization mode of "systematic integration of knowledge and experience", "open network for teacher-student guidance and interaction", "reconstruction and expansion of time and space", "academic self and social self construction", which is of great significance for the reform of undergraduate education.