Abstract:  Local universities face the contradiction between the abstract nature of College Physics content and students’ weak foundational knowledge with significant individual differences. This paper introduces a blended teaching model for the College Physics course, which integrates digital resources such as video libraries, case bases, and exercise databases, along with digital textbooks and demonstration experiments. Centered on the core philosophy of “learning to learn, think, and apply,” the model combines online selfdirected learning of fundamental theories with offline interactive seminars to deepen understanding. Supported by a diversified assessment system, it effectively addresses traditional teaching challenges, including abstract content presentation, mismatched case studies, and insufficient students’ growth support. The approach significantly enhances students’ learning outcomes and comprehensive competencies, providing an effective paradigm for cultivating applicationoriented talents.

Key words: blended teaching, digital resources, scientific thinking, applied cases, diversified assessment