A Study on the Application of Problem-Driven and Multimodal Pedagogy in Teaching Abstract Physical Concepts—A Case Study of the Doppler Effect

针对多普勒效应教学中概念抽象性强、物理建模困难及理论与实践脱节等核心问题，本研究提出“问题驱动–多模态协同”教学模式。通过构建分层问题链(现象感知→理论建模→实践迁移)，整合动态动画仿真、手机实验、轻量化智能工具及虚拟应用等多模态工具，实现抽象物理概念的具象化。研究表明，该模式以真实场景为锚点激发探究动机，通过多感官协同降低认知负荷。问题链的阶梯式引导促进学生从现象观察向物理建模深化，多模态工具的互补性应用则打通知识迁移路径，有效解决概念混淆与建模困难。该框架为抽象物理概念教学提供了系统化设计范式，并探索教育数字化新形态的轻量化实践路径，对推动理工科物理教育改革具有实践意义。To address core challenges in Doppler effect instruction-including conceptual abstraction, difficulties in physical modeling, and the theory-practice disconnect-this study proposes a “Problem-Driven and Multimodal Collaborative” instructional model. By constructing a hierarchical problem chain (phenomenon perception→theoretical modeling→practical transfer) and integrating multimodal tools such as dynamic animation simulations, smartphone experiments, lightweight intelligent tools, and virtual applications, this model concretizes abstract physical concepts. Research demonstrates that the approach uses authentic scenarios to motivate inquiry, reduces cognitive load through multisensory synergy, and deepens students' progression from observational phenomena to physical modeling via tiered problem-chain guidance. Complementary multimodal tools further facilitate knowledge transfer, effectively resolving conceptual confusion and modeling difficulties. This framework provides a systematic design paradigm for teaching abstract physical concepts, while exploring lightweight implementation pathways for digital transformation in education, offering practical significance for advancing STEM physics pedagogy reform.