In order to solve the problems of insufficient knowledge transfer ability, lack of interdisciplinary knowledge application ability, unsystematic scientific thinking, and weak innovation consciousness in college physics experiment teaching, combined with recent teaching practices and the characteristics of college physics experiment courses, this paper proposes a teaching strategy of horizontal analogy and vertical transfer deepening. Drawing on recent pedagogical practice and the unique characteristics of the physics-laboratory curriculum, the strategy consists of five components: analogies between different experiments that share identical or similar knowledge points; analogies between experiments that embody the same or comparable physical ideas; horizontal comparisons among experiments that measure the same physical quantity with different methods; vertically tiered experimental content; and vertically extended interdisciplinary experiments. Implementing this analogy-transfer approach helps students actively construct knowledge frameworks, strengthens their ability to integrate and apply what they learn, and fosters critical and innovative thinking.
WANG et al. (Mon,) studied this question.