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1School of Energy Science and Engineering, Harbin Institute of Technology, Harbin, China
2School of Electrical and Electronic Engineering, Harbin University of Science and Technology, Harbin, China
As an important branch of physics, plasma physics research has attracted attention worldwide, and major universities around the world offer related courses. Plasma physics experimental courses provide students with an intuitive understanding of the subject. During such courses, students understand and master basic plasma physics knowledge and intuitively understand the research progress and application status of plasma physics in important fields, such as flow control, material processing, and medical hygiene. Students can also participate in relevant experiments to cultivate their hands-on abilities and improve their understanding of plasma physics. Furthermore, the integration of different disciplinary backgrounds and multiple types of experiment can enhance the innovation and teamwork abilities of students. Students are exposed to the latest scientific developments about plasma, which is beneficial for cultivating scientific research interests. The overall course design includes theoretical learning, experimental design, data processing, scientific thinking cultivation, experimental report writing and academic conference presentation. In this article, a plasma physics experimental course offered at the Harbin Institute of Technology that combines experimental course teaching and scientific research is described and analyzed. The specific course process and corresponding course experimental design are detailed description, and the detailed course evaluation results is also analyzed. The results are expected to provide theoretical guidance and valuable suggestions for future teaching.
Plasma Physics Experiment, Course Teaching, Scientific Research
Desheng Zhou, Miao Tang, Jingfeng Tang, Yongjie Ding, Liqiu Wei. (2023). Combination of Course Teaching and Scientific Research for Plasma Physics Experiment in University Higher Education. Higher Education Research, 8(5), 207-213. https://doi.org/10.11648/j.her.20230805.12
Copyright © 2023 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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