Abstract: Physical chemistry is a foundational course for undergraduates majoring in chemistry, chemical engineering, and chemical materials. The nature of the course requires students to possess strong logical thinking skills. To address the challenges of mastering physical chemistry concepts and enhancing practical application abilities, we implemented a reform in the exercise-based lectures, tailored to the specific characteristics of our students. Based on the “Cone of Learning” theory, the reform incorporated project-based learning, continuous improvements in exercise sessions, and the integration of “micro-lessons” and “Internet+” strategies. This revised model is well-suited for our students and can serve as a reference for other local, application-oriented undergraduate institutions.

Key words: Physical chemistry, Exercise-based lectures, Project-driven learning, Micro-lesson