混合式与学习分析协同的大学物理实验改革范式

A Synergistic Reform Paradigm for the College Physics Experiment Course Integrating Blended Learning and Learning Analytics

摘要: 为回应新时代高等教育“以本为本”“四个回归”与“六卓越一拔尖2.0”的质量导向，本研究面向理工农医类二年级本科生，对大学物理实验课程实施系统化教学改革。课程以分层递进的实验体系为主线，整合基础、基本、综合提高与设计探究四级模块，引入线上线下混合式教学、虚拟仿真实验、项目制与形成性评价等策略。通过优化内容供给、重构教学过程、建设虚拟仿真平台支撑的高可信虚拟实验与多维学习分析，在保持课程学术严谨性的同时，显著提升学生的主动学习、跨学科综合与研究型能力。实践表明，改革后课程在高阶性、创新性、挑战度、兴趣度方面均有提升；学习过程数据支持的评价闭环促进了持续改进与精准教学。本研究可为同类公共基础实践课程的高质量建设提供可复用范式。

Abstract: To align with the quality orientation of the contemporary higher education agenda, this study implements a systematic reform of the college physics experiment course for second-year undergraduates in science, engineering, agriculture, and medical programs. The reform is organized around a tiered laboratory framework that integrates four modules—fundamental, basic, advanced-comprehensive, and design-inquiry—while incorporating blended learning, virtual simulation, project-based learning, and formative assessment. By optimizing content provision, restructuring instructional processes, and building high-fidelity virtual laboratories supported by a learning-analytics pipeline, the course maintains academic rigor and substantially enhances students’ self-directed learning, interdisciplinary integration, and research capabilities. Practice indicates improvements in higher-order learning, innovativeness, challenge, and engagement, and the data-informed feedback loop enables continuous refinement and precision teaching. The proposed approach offers a reusable paradigm for quality enhancement of comparable general foundational laboratory courses.