INNOVATIVE RESEARCH ON COLLEGE PHYSICS TEACHING MODEL BASED ON THREE-DIMENSIONAL INTEGRATION OF THEORY, PEDAGOGY, AND INTELLIGENCE

As a required foundational course for science and engineering majors in universities, college physics plays a vital role in enhancing students’ scientific literacy and fostering their spirit of exploration and innovative consciousness. Through multidimensional research and analysis, in order to address the teaching pain points such as the complexity and abstraction of physics knowledge, insufficient comprehension of concepts and theories; the uniformity of large-class teaching that hinders personalized learning paths; and the insufficient integration with engineering practice, which makes the application of knowledge unclear, the teaching team has, based on constructivist learning theory, carried out teaching innovation in college physics courses, shifting from a “knowledge-based” to a “competency-based” approach. The innovation involves transforming abstract basic knowledge into concrete forms, tracing the physical representations through engineering cases, and pioneering innovative applications with a forward-looking orientation to reshape the content that integrates principles and engineering. It also includes creating new classroom models that gather emotions and strategies, such as challenge-based classrooms, discussion-based classrooms, blended classrooms, and lectures by distinguished teachers. Moreover, the establishment of a new platform for modular teaching resources that integrates theoretical teaching, the combination of theory and practice, and interdisciplinary approaches has been promoted to lead the way in gathering wisdom and inspiring innovation, significantly improving teaching quality and making the innovative reform of the course evident. Ultimately, this achieves the educational goal of shifting from a “knowledge-based” to a “competency-based” approach.