Abstract: The college physics course is a core foundational discipline within the natural science system, and cultivating students'autonomy is a crucial objective for enhancing the effectiveness of physics education. Taking the teaching reform of the atomic physics course as an example, this paper addresses the pedagogical pain points of the discipline, such as the high level of abstraction in knowledge, challenges in learning transfer, and insufficient integration of ideological and political education elements. Centered on fostering learning autonomy, six teaching reform measures are proposed: participatory, exploratory, interactive, open, shared, and immersive approaches, which have effectively improved teaching effectiveness. This experience suggests that college physics instruction should emphasize the value, applicability, and futurism of the curriculum, stimulate students'intrinsic motivation for learning, bridge classroom learning with practical application, and empower students with lifelong learning capabilities to thrive in an information-driven society.

Key words: College physics course, Fundamental disciplines, Lifelong learning, Atomic physics, Autonomy cultivation, Teaching reform