基于半导体物理互联交互式教改的研究

Research on Internet-Based Interactive Approach in Semiconductor Physics of Educational Reform

摘要: 针对半导体物理教学中理论知识点散碎且难以理解的问题，本研究结合当下信息互联网时代的特点，采用互联交互式的教学方法，首先，在实际的教学过程中采用分章节进行随堂测试，适当的多花些时间把所有大纲要求的基本知识点和考点全部列入随堂测试的体系里面，在这个随堂测试过程中允许学生查阅资料或使用任何辅助工具进行答题，但是最后必须交纸质版手写随堂测试答卷，加深学生对于基础知识点的理解和印象。第二，针对课堂当中受限于纯理论教学的影响，教学多依赖于教师单方面的讲授，实践效果不能达到，在教学过程中把教学和分组实验结合在一块，并分组答辩汇报，其余组员补充说明，其他组提问讨论，进一步提升教学效果和学生对实际工程问题的解决能力。根据期末考试成绩和学生满意度调查可知，互联交互式教学模式提升了教学质量，学生在积极性、团队交流协作、知识点的理解、文献检索能力和解决工程问题的能力都有所提升，学生的满意度好。

Abstract: To address the challenges posed by fragmented and abstruse theoretical concepts in semiconductor physics teaching, this study integrates the distinctive features of the digital information age and proposes an interconnected interactive teaching methodology. First, chapter-specific in-class assessments are implemented throughout the instructional process. Ample time is dedicated to incorporating all syllabus-mandated fundamental knowledge points and key exam-oriented topics into the assessment framework. During these assessments, students are permitted to consult reference materials or utilize any auxiliary tools to facilitate problem-solving; however, they are required to submit handwritten responses in paper format, which serves to consolidate their comprehension and retention of core theoretical fundamentals. Second, conventional classroom sessions are constrained by the limitations of pure theoretical instruction, which predominantly relies on one-way knowledge dissemination from instructors and fails to achieve optimal practical teaching outcomes. To mitigate this drawback, the teaching practice is integrated with group-based experimental projects, followed by structured group defense presentations. Complementary elaborations are provided by other team members, and interactive sessions are conducted among different groups. This integrated approach further enhances teaching efficacy and fosters students’ capabilities in addressing practical engineering problems. An analysis of final examination results and student satisfaction surveys indicates that the interconnected interactive teaching model has significantly elevated overall teaching quality. Specifically, students have exhibited marked improvements in learning motivation, team communication and collaboration skills, conceptual comprehension, literature retrieval competence, and engineering problem-solving proficiency, accompanied by a high level of student satisfaction.