Abstract: To address three major challenges in physics education—students focus on repetitive problem-solving at the expense of true understanding, reluctance to ask questions resulting in the accumulation of unresolved issues, and diverse academic foundations making it difficult to meet all learning needs—innovative reforms are introduced into the college physics curriculum. Guided by the principles of integrating ideological and political education into the curriculum and adopting a student-centered approach, the reforms incorporated strategies such as exploring classical physics texts to emphasize the process of concept introduction, caring for students psychological well-being while encouraging inquiry-based learning, and implementing tiered management of knowledge according to students’ varying academic foundations. Through multiple rounds of practice, the effectiveness of these reforms is validated by improvements in student evaluations, academic performance, and engagement in consultations. The study further highlights the crucial role of one-on-one, appointment-based tutoring in supplementing classroom instruction: it enables intelligent scheduling, respects students privacy, fosters active inquiry, and allows instructors to gain an accurate understanding of students learning status, thereby supporting more targeted teaching improvements. A continuing challenge for future work is how to motivate students with weaker foundations to participate more actively in the questioning and learning process.

Key words: course ideology and politics, college physics, physics classics, teaching reform