Research on the Reform of College Physics Teaching in the Context of Digitalization

Abstract

Drawing on educational philosophy and the learning sciences, this paper offers a systematic analysis of the fundamental predicaments confronting college physics in the digital era. It identifies prominent issues in conventional instruction: a rigid conception of knowledge, monolithic teacher-student relations, inert learning environments, and misaligned assessment systems. In response, the paper advocates a paradigm shift across four dimensions—knowledge production, instructional goals, teacher-student relationships, and learning environments—and outlines an intelligent teaching system composed of mutually reinforcing ecologies for resources, models, assessment, and enabling supports. Addressing core challenges such as the technology paradox, cognitive load, teacher role transformation, and educational equity, the study proposes targeted strategies. It argues that digital reform is not a mere technological upgrade but a reconstruction of educational first principles, aiming to build a learner-centered, technology-empowered ecosystem for intelligent education and to lay the groundwork for cultivating innovative talent.