According to reports, such scenes as "queuing up three hours in advance just to grab a front row seat for a lecture" and "commuting two hours across schools, not wanting to miss a cutting-edge forum on brain computer interfaces" are becoming increasingly common on university campuses. The progress of the times is reflected in the details of college students' learning and life. Nowadays, young students not only study under the lights of the library and exercise on the evening breeze of the playground, but also chase after lectures and sharing from famous experts. The endless lectures given by renowned teachers and experts arranged by universities, as well as the mutual achievements of contemporary youth who actively seek knowledge, are undoubtedly pleasant and pleasing scenes. The rise of "lecture fever" stems from the urgent need of young students for "live knowledge" and "deep communication". Classroom teaching is the main channel for imparting knowledge in universities, and lectures often invite world-class or national experts and masters. Some of them are at the forefront of the times, while others are even academic leaders leading the development of a certain field in the world. By listening to the sharing of these experts and scholars, not only can we timely grasp the future trends in various professional fields, but we can also solve the practical difficulties in academic and life. This dual pursuit of practicality and foresight in knowledge makes lectures an important supplement to classroom learning. On a deeper level, the 'lecture fever' reflects the spiritual yearning of young students for 'deep communication'. Compared to some "preaching style" and "cramming style" classroom teaching, interactive lectures such as salons and forums provide opportunities for young students to interact and communicate. This kind of "ideological socialization" can better meet the communication needs of contemporary youth compared to one-dimensional knowledge output. Face to face interaction is irreplaceable by any online communication, as it involves the collision of ideas that cannot be brought about by content carriers such as short videos on the internet. The 'lecture fever' reflects the pursuit of a broader knowledge landscape by young students beyond regular courses, and is a positive exploration of 'self positioning'. The university stage is a crucial period for life planning, and many young students still face the dilemma of unclear professional knowledge and career direction confusion. Some lectures happen to be opportunities for them to explore themselves. According to reports, freshmen have attended more than 10 lectures in one semester, which have become an important way for them to broaden their horizons, from analyzing animation creation to the "Dao" and "Shu" behind big models, and then to philosophical thinking on brain computer interfaces. Nanchang University invited outstanding alumni back to the university to share their career experiences. From the daily work of Internet factories to the ups and downs of grass-roots entrepreneurship, real cases enable students to "experience" the ecology of different professions in advance, providing reference for future choices. Of course, there are also some issues that need to be optimized behind the 'lecture fever'. For example, students need to view lectures rationally, avoid listening for the sake of clocking in, and prevent some students from treating running around lectures as a fashion. For example, when organizing lectures, schools need to be more precise, optimize the supply of lecture resources, accurately connect with students' knowledge demands and communication needs, and avoid vague topics, single forms, and even pseudo scholars entering the school. When we see college students occupying seats in advance and rushing across schools for a lecture, we should not only marvel at the progress of the times and young students, but our educators and society should also see the new generation of young people's thirst for knowledge, expectations for growth, and preparation for the future. This upward force is a vivid embodiment of the spirit of university, which requires each and every one of us to treat it kindly and maintain it carefully. This spirit of active learning and embracing new technologies and products of the times is scarce in our society and will become an important force driving innovation in our society. (New Society)