During the period of prevention and control of COVID-19 epidemic in China , college students were unable to return to university campuses for study, which affected their physical and mental states. To change the situation, using the network communication tools and combining their home conditions, we carried out online teaching of a series of experiments in musical physics. Using free softwares like Phyphox students analyzed the musical signals and understood the physcal nature of timbre, consonance of combined tones, relation of modes and vibration from Chladni pattern and structural function of musical instruments they have or self-made. Except knowledge and skills, we also brought happiness to the students. Obviously the teaching effect were excelent. And more importantly, this is a successful attemp to merge Science and Art together through physics and music. We popularized the quality education in Science and Art in fact, which is beneficial to get the promotion.

 Home-base physics experiment paves an efficient way for the basic physics experimental teaching in this certain epidemic period. Designing of the heuristic multi-leveled home-base physics experiment teaching plan is essential for the guarantee of the student’s non-stop study and the teacher’s non-stop teaching while the Universities are closed, which also helps to form a teacher-student community in this special period. We should also pay attention to the educational function of the course. Heuristic experiment teaching plan relies on the positive exploration of the teacher, which discards the ritual way on the books. The fast development of International Young Physicists’ tournament (IYPT) in China paves the way for deeper reform of the physics experiments courses. The experimental teaching in this special period also gives us efficient indication for the construction of experiment teacher ’team, the construction of library and relative courses.

The figure of international undergraduate students in Hefei University of Technology has increased significantly to reach a record high in recent years. The physics experiment course education of foreign students is facing new opportunities and challenges. Physics experiments play a distinct role in terms of ability improvement and comprehensive competence cultivation of undergraduate students. It is directly related to the following practical courses. An English version virtual simulation experiment system and Teaching Assistance are applied in the teaching process. Based on the prominent differences in knowledge and the characteristics of physics experiment course, several teaching reform measures has been put forward. From the aspects of teaching link setting, teaching mode exploration, curriculum assessment and evaluation, these measures have improved the teaching quality.

As an extension of University Physics (UP), Modern Physics Special Topics (MPST) is a senior elective course (G3) in our university, a medium level one in China. Special Topic, not Modern Physics, reduces the professionalism and difficulty of contents, and extends its scope. Abundant teaching-materials (e.g. videos, pictures and stories of physicists etc.) and modern teaching-methods (e.g. click-answer, barrage by Rainclassroom, and qualitative (non-quantitative) problem-oriented lectures) are used to help undergraduate re-gain confidence in learning Physics. MPST is 32 class-hours and includes some excluded or brief subjects by UP like Einstein's General Theory of Relativity, the theory of energy bands in Solid Physics, Nuclear Physics etc. Different topics are taught by teachers with relevant research backgrounds. In future, we will try to include more topics and develop MPST into a compulsory course. Personalized teaching menu of Physics topics will be carried out according to the backgrounds of different major students.

We generalize traditional problem-based learning (PBL) to problem driven interactive learning originated from Socrates. The aim is to teach students how to approach the unknown, by finding, posing, analyzing, and solving problems through student centered interactive learning, in which asking questions actively by students is the key point of teaching process. As a result of interactive learning, both teachers and students are satisfied with the unprecedentedly high level of learning in both their online and face-to-face high-frequency interaction.

The standardization for the general projects in the courses of college physical experiments can help constructing and improving the teaching of college physical experiments in different type of universities and colleges. The standardization for each project consists of scientific background, the multi-level experimental tasks (including basic, enhanced, advanced and challenge), ability training, knowledge tips, connecting subject, and subsequent and extended experiments et al. Each university/college can choose different experiment based on their characteristics and assemble different tasks from same project for students with different subject and class hours each experiment. This work will introduce the progress of the college physical experimental standardization in China.

During the spring semester under Covid-19, following online courses on data evaluation, three modules were offered in the “fundamental physics laboratory” for about 900 freshman students. During their study at home, students were first asked to carry out a project on single pendulum with suitable components, followed by possible improvement and a review session. In the second module, videos on 4 different labs were offered online. Students should watch the video and finish the data evaluation provided as a file. In May, students returned to the campus and finished another four labs in NORMAL teaching laboratory. During the whole semester, students had discussion with teachers and TAs in WeChat groups.

A survey was carried out after the course, more than 70% of the students preferred to have labs in laboratory. More detailed results from the survey, as well as hints for teaching lab improvement, will be reported in this talk.