摘要
为贯彻落实《教育强国建设规划纲要(2024—2035年)》中关于“拔尖创新人才培养”的战略要求,针对大学一年级力学与热学实验课程中验证性实验占比高、学生创新能力不足的痛点,本文以桥梁振动实验为例,系统探讨了基于PBL(Problem Based Learning)教学模式的数字化实验建设与实践成效。研究并构建“问题导入—分组讨论—实验验证—展示汇报—评价反思—拓展探索”六环节闭环教学流程。学生在实验改进、创新设计等拓展研究中的主动性与解决复杂问题的能力显著增强。研究证明,PBL模式能够有效促进力学与热学实验由“验证”向“探究”转型,为高校物理实验课程培养拔尖创新人才提供了可复制、可推广的范例。
In response to the“Education Powerhouse 2035”strategic imperative of cultivating top-tier innovative talent,this study addresses the prevailing over-reliance on confirmatory experiments and the concomitant deficit of student innovation in first-year mechanics and thermal physics laboratory courses.Using the bridge vibration experiment as a paradigmatic case,we systematically examine the design,implementation,and impact of a digitally enhanced laboratory curriculum grounded in Problem-Based Learning(PBL).A six-stage closed-loop pedagogical framework“problem elicitation,group deliberation,experimental verification,presentation and reporting,reflective evaluation,and extended exploration”was established and iteratively refined.Empirical evidence indicates a marked increase in student agency and in their capacity to resolve complex,open-ended problems,particularly in tasks such as experi-mental refinement and innovative design.The findings demonstrate that PBL effectively cata-lyzes the transition of introductory laboratory instruction from verification-oriented to inquiry-driven paradigms,thereby furnishing a replicable and scalable model for cultivating outstand-ing innovators within physics laboratory education.
作者
于婷婷
倪晨
刘斐
关佳
魏振博
何雨华
YU Tingting;NI Chen;LIU Fei;GUAN Jia;WEI Zhenbo;HE Yuhua(School of Physics Science and Engineering,Tongji University,Shanghai 200092)
出处
《物理与工程》
2026年第2期21-27,共7页
Physics and Engineering
基金
教育部物理学类专业教学指导委员会2024年力学课程研究会课题(JZW-24-LX-02)
上海市重点课程建设项目(沪教委高[2024]38号)
同济大学第十九期教学改革项目(同济本[2026]4号)。
关键词
PBL教学模式
创新能力
实验研究
拔尖人才培养
Problem-Based Learning(PBL)
innovation competence
laboratory research
top-talent cultivation
