静电场中导体教学的改革与探索——以兴趣引领和实践驱动为核心
The Reform and Exploration of Conductor Teaching in Electrostatic Field—Centered on Interest-Led and Practice-Driven

静电场中的导体是大学物理课程的重要内容，涉及导体内电场为零、表面电荷分布规律、尖端效应等核心概念。然而，传统教学模式以理论讲授和数学推导为主，学生在理解知识物理意义和应用价值方面存在困难，学习兴趣和参与度较低。本文基于“兴趣引领，实践驱动”的理念，以避雷针设计和引雷发电技术为实际案例，探索教学改革的路径。结合分层问题设计、小组合作学习与多样化互动手段提升课堂活力，激发学生学习兴趣。通过理论与实践结合、课程思政渗透，显著提升了学生的知识理解深度和综合应用能力，激发学生的社会责任感和科学素养。教学实践表明，该改革模式学生课堂参与率达85%以上，知识点测试正确率提升15%，完成开放性实践任务的学生比例超过90%，充分展示了教学改革的成效。该教学改革显著提高了学生的学习兴趣、知识掌握深度和实践应用能力，为大学物理课程的教学创新提供了有益参考。
Conductors in electrostatic fields constitute a significant component of the university physics curriculum, encompassing core concepts such as the zero electric field within conductors, the law of surface charge distribution, and the tip effect. However, traditional teaching methods primarily focus on theoretical lectures and mathematical derivations, leading to difficulties for students in understanding the physical significance and application value of the knowledge, as well as lower levels of learning interest and engagement. Based on the concept of “interest-led and practice-driven,” this paper explores the path of teaching reform using practical cases such as lightning rod design and lightning-induced power generation technology. It enhances classroom vitality and stimulates students’ learning interest through hierarchical problem design, group cooperative learning, and diversified interactive means. By combining theory with practice and integrating ideological and political education into the curriculum, the depth of students’ knowledge understanding and comprehensive application abilities have been significantly improved, fostering their sense of social responsibility and scientific literacy. Teaching practice has demonstrated that this reform model has achieved a classroom participation rate of over 85% among students, an increase in the accuracy rate of knowledge point tests by 15%, and more than 90% of students completing open practical tasks, fully showcasing the effectiveness of the teaching reform. This teaching reform has significantly improved students’ learning interest, depth of knowledge mastery, and practical application abilities, providing a useful reference for teaching innovation in university physics courses.