课程思政与混合式教学深度融合的《原子物理学》教学改革实践

Teaching Reform Practice of Atomic Physics Integrating Ideological and Political Education with Blended Learning

摘要: 在“大思政”格局下，如何实现专业课程与思政教育的深度融合，是当前高等教育教学改革的核心议题。湘潭大学物理与光电工程学院立足“扎根伟人故里、服务国家战略”的办学传统，针对《原子物理学》课程内容抽象、思政融入生硬、线上线下衔接不畅等问题，开展了为期一年的教学改革实践。本文基于OBE教育理念与建构主义学习理论，构建了“课前思政导学–课中案例研讨–课后价值引领–反思反馈优化”的“导、学、践、研”四节点混合式教学模式，系统挖掘了科学史、方法论、家国情怀三个维度的思政元素，并结合我校在计算物理、量子材料等领域的学科优势，开发了卢瑟福核式结构、玻尔氢原子模型、钱三强原子能事业等系列思政教学案例。实践结果表明，该模式在一定程度上激发了学生的学习兴趣，增强了学生的科学精神与科技报国意识，为地方高校物理学专业基础课的课程思政建设提供了可迁移的实践范式。

Abstract: Under the framework of the “grand ideological and political education”, how to achieve deep integration of professional courses with ideological and political education has become a core issue in current higher education teaching reform. Based on the educational tradition of “rooting in the hometown of great men and serving national strategies”, the School of Physics and Optoelectronics at Xiangtan University conducted a one-year teaching reform practice targeting the problems of abstract content, rigid integration of ideological and political elements, and poor online-offline connectivity in the Atomic Physics course. Guided by the OBE concept and constructivist learning theory, this paper constructs a four-node blended teaching model of “pre-class guidance, in-class case study, after-class value cultivation, and reflective feedback optimization”, forming a closed loop of “guidance, learning, practice, and research”. It systematically explores ideological and political elements from three dimensions: history of science, methodology, and patriotism. Leveraging the university’s disciplinary advantages in computational physics and quantum materials, a series of ideological and political teaching cases have been developed, including Rutherford’s nuclear model, Bohr’s hydrogen atom model, and Qian Sanqiang’s atomic energy career. The practice shows that this model has, to some extent, stimulated students’ learning interest, enhanced their scientific spirit and sense of serving the country through science and technology, and provided a transferable practical paradigm for the ideological and political construction of basic physics courses in local universities.