International Journal of Education

With the increasing demands of higher education on undergraduates' research and innovation abilities, the quality of undergraduate theses has become a key indicator for measuring the effectiveness of talent training. However, in current university physics programs, issues such as poor alignment with thesis requirements and insufficient cultivation of students' research literacy still exist. This study, guided by higher education reform, takes the needs of undergraduate theses as an entry point, integrates multiple intelligence theory, and constructs an integrated university physics teaching reform plan based on the "objective-question-discussion-evaluation" model. By optimizing teaching content, introducing project-based learning, and strengthening process evaluation, the approach aims to improve students' abilities in physics model building, experimental design, and academic writing. Practice shows that after the reform, students' relevant abilities in thesis work are significantly enhanced, participation in research and thesis quality are notably improved, providing a reference path for the reform of foundational courses in science and engineering programs.

College Physics; Teaching reform; Undergraduate thesis; Scientific literacy; Project-based learning