To further improve the teaching system for undergraduate graduation theses in the Physics Education program, the Department of Physics organized a salon titled "Discussion on Teaching Graduation Theses for Physics Education Majors" on November 13 in Conference Room 301 of the Physics and Electronics Building. The purpose of this salon was to deeply discuss the existing issues in current thesis teaching, share the teaching experiences of faculty members, and collectively explore effective improvement measures.
At the beginning of the salon, Associate Professor Shang Xuefu, the Director of the Department of Physics and one of the university's top ten teachers, provided a detailed explanation of the academic capability development of students in the Physics Education program during the thesis writing process. He pointed out that the graduation thesis is not only an important manifestation of students' academic abilities but also a crucial component for fostering innovative thinking and practical skills in the Physics Education program. However, current thesis teaching still faces issues such as tight time allocation, uneven distribution of faculty resources, insufficient depth of guidance, and a disconnect between coursework and thesis work, which urgently need targeted improvements.
To address these issues, Shang Xuefu proposed specific reform suggestions:
By reasonably planning the course schedule and extending the semester length, provide students with more adequate time to prepare for their graduation theses.
Encourage students to clarify their research directions early and enter the thesis design phase in advance to ensure the richness and depth of their thesis content.
Promote student-led topic selection, allowing them to conduct in-depth research based on personal interests, societal needs, or interdisciplinary directions, to foster their innovative thinking and practical skills.
Promote the use of research groups for thesis writing, enhancing teamwork and knowledge sharing, while providing personalized guidance.
During the subsequent discussion, the participating teachers engaged in a lively discussion around these reform suggestions. They all agreed that the graduation thesis is a critical part of students' academic training, especially for the Physics Education program, where the integration of practice and innovation should be emphasized. The teachers suggested that interdisciplinary collaboration could be strengthened to enhance students' cross-disciplinary thinking and further stimulate their interest and potential in scientific research. Additionally, they proposed that during the thesis guidance process, there should be a greater focus on developing students' independent research capabilities, avoiding over-reliance on teacher guidance, and encouraging students to independently identify and solve problems. This is essential for cultivating their research literacy and practical skills.
(College of Physics)
