To strengthen and enhance the level of physics education in developing countries and meet the training requirements of the “3+2” joint undergraduate-graduate program, an in-depth comparative analysis was conducted on the university physics experiment courses offered by the National University of Singapore (NUS) and Chongqing University, focusing on aspects such as the curriculum system, teaching mode, evaluation and feedback mechanisms, and laboratory management. The study found that NUS excels in faculty strength and experimental content design, emphasizing the cultivation of students’ autonomy and innovative thinking. Chongqing University, on the other hand, provides a broader range of experimental content, focusing on students’ comprehensive mastery of basic knowledge and skills in physics. However, the course burden is heavier, and laboratory management is more traditional. Based on this, a series of strategies for optimizing domestic physics experiment teaching are proposed to promote students’ comprehensive development and enhance their innovative abilities.

In recent years, the number of participants in the National University Student Physics Experimental Competition has shown a steady annual increase. As a new track in university student competition projects, the University Student Physics Experimental Lecture Competition not only sets higher requirements for participants' mastery of basic physics experimental knowledge but also tests their innovative thinking and practical abilities in the field of education and teaching. Since many competitors are new to this type of competition and lack the necessary experience, it brings many challenges to the competition. In order to deeply explore the various aspects of the competition and corresponding strategies for preparation, a typical project in college physics experiments “Measurement of Magneto strictive Coefficient”, has been selected for a detailed analysis of its participation process.