College physics teaching model design and evaluation research of students’ seriousness

Abstract

This paper studies the physics teaching model design for college students, takes students’ seriousness as a criterion, and explores whether using the physics model is conductive to helping students learn seriously. To take hopfield as an example, the paper elaborates the teaching model design process in detail. After receiving the investigation feedback from students, students' acceptance of the teaching model and the teaching effectiveness are embodied, and the rational physics teaching method of college students is analyzed. Further, the final examination results are received from students for objective feedback, in order to explore the proper teaching methods.