Engineering Practice-Oriented Project-Based Teaching Reform in “Physical Chemistry Laboratory”

Key Points

• The reform aims to enhance students' engineering practice abilities through a systematic project-based teaching model.
• Reconstructed experimental project system with a foundation to innovation approach.
• Implemented a three-stage open teaching process: pre-exploration, in-class collaboration, and post-fixation.
• Established a multi-dimensional collaborative quantitative evaluation system using local industry resources.
• Student interest in the course increased from 30% to 80% after the reform.
• Quantitative scores in experimental design, data analysis, and teamwork improved by 30%-40% compared to previous years.
• Students showed significant enhancement in active learning willingness and engineering practice abilities.

Abstract