PBL Based University Physics Blended Learning Driven by Stimulus Response Reinforcement Cognitive Learning Theory: A Case Study of Thin Film Interference

In response to the underlying issues in current university physics education, this study constructs a blended problem-based learning (PBL) teaching model based on the cognitive learning theory of the “Stimulus-Response- Reinforcement” (S-R-R) paradigm. The model uses problems as the “stimulus,” student learning activities as the “response,” and teacher-student collaboration in overcoming key and difficult teaching points as the “reinforcement” mechanism. Through this problem-oriented teaching and learning approach, it effectively stimulates students’ motivation, facilitates knowledge transfer and practical application, enhances higher-order thinking skills, and strengthens autonomous learning capabilities. Blended teaching aligns with the strategic direction of national education development in the new era, serves as an inevitable choice for promoting educational informatization amid the digital transformation of education, fully embodies the student-centered teaching philosophy, and represents an important pathway for improving teaching quality. The model proposed in this study offers both theoretical underpinnings and practical references for curriculum reform initiatives in comparable regional higher education institutions.