The National College Students' Physics Experiment Competition (Innovation) serves as an important initiative to promote educational reform and improve teaching quality. It is also an excellent platform to assess students' scientific literacy and enhance their innovation capabilities. This paper analyzes the characteristics and significance of the competition's theme—open problems in physics experiments. It proposes that the overarching goal of the competition should be to obtain “three new outcomes” (new discoveries, new technologies, new tools) through experimental research on open problems. The paper outlines the essential “elements” and “critical points” necessary for achieving these outcomes. It discusses the basic principles and strategies that should be followed when selecting participants and topics during the organization of the competition. Furthermore, it offers several fundamental strategies for training participating students, serving as a reference for experimental teaching and competing instructors and students.

This paper is based on the abundant achievements and main challenges existing in the construction and implementation of ideological and political education in courses. It explores how to reflect the hierarchical nature of ideological and political education in higher education from an overall perspective, how to clarify the logical chain from the two key concepts to the excavation of ideological and political elements, refining ideological and political viewpoints, and interpreting ideological and political viewpoints from the perspective of clarifying two important concepts, as well as how to implement the “Trinity” requirement to improve the quality and effectiveness of teaching and curriculum ideological and political education. The paper proposes key points for curriculum ideological and political education, which include a re-recognition, clarification, and enhancement of the fundamental mission and objectives of teaching and educating; if puts forward the basic meanings of ideological and political elements, ideological and political viewpoints, and curriculum ideological and political ideas that adapt to the characteristics of physics experiments, and also suggests key points for teaching that foster a positive mutual promotion within the “Trinity” framework.

Curriculum ideology should not be separated from the specific teaching content, and ideological viewpoints must have a strong correlation with the content of the course.The curriculum ideology in the university stage should not only have a strong political nature, but also have a higher level. In this paper, the relativity of truth (and related principles and views) is integrated into the teaching of error and uncertainty, While helping students to deeply understand the concept and application of uncertainty, they are further familiar with the relevant principles and views of materialist dialectics, guide them to strengthen their political belief, and strengthen their confidence and determination to devote themselves to scientific career to explore the unknown. This paper attempts to take it as a practical exploration of the perspective, thought and methods of the curriculum ideological construction of the science and technology for the reference of the peers.

This paper implements the requirements of “values guide in knowledge and ability training” in guiding outline of ideological and political construction in college curriculum, undertakes the ideological and political viewpoints of courses such as “scientific cognitive ability training” based on the “ETA physical cognitive model”, discusses how do first-line teachers further understanding physics teaching and the relationship between the “through train”, and how to integrate ideological and political contents in teaching practice, and the specific strategies to achieve ideological and political goals. In the first part, it mainly discusses the overall thinking and logical path to achieve the ideological and political goals, tasks and requirements of the curriculum from the characteristics of physics. Combined with the cases (or relevant content tips), the second part mainly discusses and puts forward how to integrate materialistic dialectical views into teaching, guide students to establish a correct world outlook, cultivate and strengthen scientific spirit, and deeply understand and master the contents, timing and methods of scientific methods (theories) from the three dimensions of world outlook, values (outlook on life) and methodology.