Abstract: The “Physical Chemistry Experiment” is a core foundational course for students majoring in chemistry, environmental science, and pharmaceutical sciences. Traditional offline experimental teaching methods are increasingly inadequate in meeting the general demands of talent development under the “emerging engineering education” framework. Moreover, these methods fail to address the unique needs of ethnic universities in training professionals who can serve ethnic regions. Consequently, reform and innovation in teaching are urgently needed. In response, the Physical Chemistry teaching team at Southwest Minzu University has developed a blended first-class course, “Physical Chemistry Experiment I”, which is recognized as a leading course in Sichuan Province. Key innovations in this course include the restructuring of the teaching model, enhancement of course content, diversification of teaching methods, and the development of a multidimensional assessment system. These innovations aim to achieve the threefold educational goals of “knowledge, skills, and values”. Furthermore, the team has established an evidence-based pedagogical research model that integrates "teaching reflection–teaching reform–classroom application–feedback”, offering a framework that can be applied to other chemistry experiment courses. The results and experiences gained can serve as a valuable reference for the development of high-quality blended experimental courses.

Key words: Physical chemistry experiment, Blended learning, Model restructuring, Curriculum-based ideological and political education