ISSN: 2226-6348
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High school physics education often faces challenges such as students’ weak practical skills and low learning satisfaction, which hinder the achievement of core competency training goals. This study aims to explore the impact of the 325-Teaching Model (integrating 30% independent learning, 20% practice feedback, and 50% experimental practice) on high school students’ physics skills and learning satisfaction. The research was conducted at Shengjing Middle School in Fuyuan County, Yunnan, China, with 33 Grade 10 students as participants who received one semester of 325-Teaching Model based physics instruction. A 13-item 5-point Likert questionnaire was adopted for data collection, and descriptive statistical analysis (frequency , percentage and t-test) was conducted using SPSS 26.0. The results show that the 325-Teaching Model significantly improves students’ core physics skills, including conceptual sorting, formula application, experimental design, and practical problem-solving. Meanwhile, it effectively enhances students’ learning satisfaction, with most students gaining pleasure and a strong sense of achievement, and showing high willingness to participate in and recommend the model. Future research can expand the sample size with random sampling and conduct longitudinal follow-up studies to further verify the model’s long-term effectiveness.
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