| Raising the talents with creative spirit and creative ability has been the basic aim of the university education in the knowledge economy time. Research-based teaching in university physics has appeared under this background. How to understand research-based teaching scientifically? What is the essential difference between research-based teaching and traditional teaching? How to implement research-based teaching in university physics ? Which quality should been asked for the teachers and which academic atmosphere should been had for the university? These questions are urgent waiting to be solved in the current university physics teaching reform.I have found little papers on this teaching research field in the important periodical and the literature in recent years. Therefore, this research is not only necessary, but also has the important theoretical and the practical value. This paper has four chapters, the main contents are as follows:Chapter one: Survey. Having mainly elaborated the producing background , the developing history and the present situation of research-based teaching in China and the foreign countries and the researching significance of this paper.Chapter two: Theoretical analysis and investigation study. Having elaborated the connotation, the character and the aim of research-based teaching , then having discussed its theoretical foundation---the theory of constructivism teaching and learning, finally having made a questionnaire survey to the present teaching and studying situation of engineering university physics and having analyzed the necessity and the feasibility of the implemention of research-based teaching.Chapter three: Class teaching and learning practice. I have designed seven teaching strategies in the implemention of research-based teaching in university physics according to the character of university physics, the aim and the principle of research-based teaching. (1) the establishment of question barrier, the guidance of inquiry. (2) the excavation of exercise function, the guidance of inquiry. (3) the enrichment of text knowledge, the guidance of inquiry. (4) the connection with project application, the guidance of inquiry. (5) the use of network resources, the... |
