REFORM PRACTICE OF THE “CONTEXT-THINKING-VALUE” INTEGRATED TEACHING MODEL IN UNIVERSITY PHYSICS AT MILITARY ACADEMIES: TAKING “THERMAL RADIATION AND PLANCK'S ENERGY QUANTUM HYPOTHESIS” AS AN EXAMPLE

To cultivate new military talents who are competent for combat-oriented and professionalized duties, university physics teaching in military academies should play an important role in developing cadets' scientific thinking, spirit of inquiry, and innovative awareness. Taking “Thermal Radiation and Planck's Energy Quantum Hypothesis” as an example, this paper constructs a three-dimensional integrated teaching model featuring “context-driven instruction, progressive thinking development, and value guidance.” Starting from practical problems in military engineering, following the logical process of scientific inquiry, and aiming at value cultivation, this model promotes the coordinated development of knowledge construction, ability enhancement, and educational objectives. This study provides a feasible paradigm for teaching reform in military academies and also offers transferable teaching strategies for science and engineering courses in regular universities. It has reference value for cultivating interdisciplinary talents with solid theoretical foundations, innovative thinking, and a strong sense of patriotism.