CONSTRUCTION AND PRACTICE OF A THREE-STAGE “BIG PHYSICS” EDUCATIONAL FRAMEWORK FROM THE PERSPECTIVE OF DIGITAL INTELLIGENCE EMPOWERMENT

To address structural problems in knowledge construction and the coordination of educational functions in the University Physics curriculum for science and engineering students at our university, this study, oriented toward the needs of emerging engineering education, constructs a three-stage progressive “Big Physics” educational framework integrating digitally empowered intellectual development, value guidance, and practice-driven competence cultivation. Specifically, the framework digitally restructures the core course to strengthen students’ scientific thinking and problem-modeling abilities; promotes coordination among related courses and the deep integration of curriculum-based ideological and political education to align value guidance with University Physics teaching; and establishes an integrated practice platform linking theory, experimentation, and research to facilitate the application and transfer of physics knowledge in engineering contexts. Teaching practice shows that this framework optimizes the logical structure of basic University Physics teaching and enhances the coherence, systematicity, and sustainability of the educational process.