新工科背景下大学物理工程约束思维教学改革

Reform of University Physics Teaching for Cultivating Engineering Constraint Thinking under the Emerging Engineering Education Context

摘要: 新工科建设与工程教育认证背景下，传统大学物理教学存在知识碎片化、专业衔接浅层化、工程思维培育缺失等问题，难以支撑工科创新人才培养需求。现有物理课程衔接改革多聚焦教学形式优化与表层案例植入，忽视物理规律对工程设计的底层约束价值，存在思维培育缺位、理论体系薄弱等短板。本文结合多工科专业教学实践，提出以工程约束思维为核心的课程衔接改革模式，界定工程约束思维的核心内涵，将大学物理知识重构为运动与结构、能量与效率、场与相互作用、微观结构与尺度四大约束模块，构建“物理公理–约束红线–量化表征–工程问题–研究方向”五层教学逻辑。教学中依托权威量化数据界定工程物理极限，明确合规优化路径，有机融入双碳战略、绿色发展等思政元素。通过两届教学实践表明，该模式可有效打通基础课程与专业课程的思维壁垒，显著提升学生工程问题分析能力与专业适配能力，优化课程衔接成效与课堂育人质量，为新工科背景下大学物理深度教学改革提供可复制的实践范式。

Abstract: Under the background of emerging engineering construction and engineering education certification, traditional college physics teaching has problems such as fragmented knowledge, shallow connection with professional courses, and lack of engineering thinking cultivation, which cannot meet the training needs of innovative engineering talents. Most existing college physics curriculum connection reforms focus on teaching form optimization and superficial case application, ignoring the underlying constraint value of physical laws for engineering design, resulting in insufficient thinking cultivation and weak theoretical systems. Combined with the teaching practice of multiple engineering majors, this paper proposes a curriculum connection reform model centered on engineering constraint thinking and defines its core connotation. The college physics knowledge system is reconstructed into four major constraint modules: motion and structure, energy and efficiency, field and interaction, as well as microstructure and scale. A five-layer teaching logic of “physical axiom, constraint red line, quantitative characterization, engineering problem, research direction” is constructed. In teaching, authoritative quantitative data are used to define engineering physical limits and clarify compliant optimization paths, with ideological and political elements such as the dual-carbon strategy and green development integrated organically. Two rounds of teaching practice verify that this model can effectively break the thinking barrier between basic courses and professional courses, significantly improve students’ engineering problem analysis ability and professional adaptation, and improve the quality of curriculum connection and classroom education, providing a replicable practical paradigm for the in-depth teaching reform of college physics under the background of emerging engineering.