A geophysical test site (GTS) is an all-important engine room in geophysics for pedagogical field-based exercises because it is a fundamental bridge builder that links the hypothetical information given in the classroom and the real problem-solving research. This paper examines the ability of 163 undergraduate and 84 postgraduate students in the identification and use of some selected geophysical equipment and geophysical data processing software to address the general decline in literacy, technical efficiency and field skills. The students' unfamiliarity with simple geophysical data processing software and geophysical equipment, which has left a question mark on the quality of national geophysical education. In addressing this, the authors applied empirical data using a diagnostic questionnaire and field-based exercise. The analysis shows that more than 70% of undergraduate and 50% of postgraduate students lack the requisite university skills to face real problem-solving in the industrial sectors. To standardize geophysical education, this study identified the establishment of GTS as one of the major factors that influence teaching, learning outcomes and research development. Student perception feedback, unemployable graduates and educational implications of GTSs were extensively examined to link up teaching and research in geophysics. Consequently, conclusions and recommendations were drawn to bridge the missing links and the shortcomings of the theoretical knowledge-based emphasized in the classroom with the real problem-solving research that will provide geophysics trainees and graduates with the kind of lifetime requisite and professional skills required to be successful in their future tasks.

地球物理试验场 (GTS) 是地球物理学中用于教学实地练习的一个非常重要的机房，因为它是连接课堂上给出的假设信息和解决实际问题的研究的基本桥梁。本文考察了 163 名本科生和 84 名研究生在识别和使用一些选定的地球物理设备和地球物理数据处理软件方面的能力，以解决识字率、技术效率和现场技能的普遍下降。学生对简单的地球物理数据处理软件和地球物理设备的不熟悉，给国民地球物理教育质量留下了问号。在解决这个问题时，作者使用诊断问卷和实地练习应用了经验数据。分析表明，超过 70% 的本科生和 50% 的研究生缺乏必要的大学技能来面对工业部门的实际问题解决。为了规范地球物理教育，本研究将 GTS 的建立确定为影响教学、学习成果和研究发展的主要因素之一。对学生的看法反馈、失业毕业生和 GTS 的教育意义进行了广泛研究，以将地球物理学的教学和研究联系起来。最后，