The 325-Teaching Model and Physics Learning: Improvements in Students’ Experiences and Interest

Abstract

Physics education in high schools is often challenged by issues such as passive student learning, weak practical abilities, and superficial conceptual understanding. To address these problems, the 325-Teaching Model, which integrates 30% independent learning, 20% practice feedback, and 50% experimental practice, has been proposed as an innovative teaching approach. This study aims to explore the impact of this model on high school students’ physics learning abilities and learning experiences. A questionnaire survey was conducted among 33 tenth-grade students from a middle school in Yunnan Province, who had received the 325-Teaching Model for one full semester, with 15 single-choice questions designed to collect data on students’ perceptions of the model, of which four were selected for analysis. Descriptive statistical analysis was used to process the data. The results show that the 325-Teaching Model effectively enhances students’ core physics abilities, including conceptual understanding, formula application, experimental design, and practical problem-solving. It also fosters positive learning experiences featuring enhanced learning enjoyment and a strong sense of accomplishment. The results show that from students’ firsthand experiences, the 325-Teaching Model effectively enhances their core physics abilities.