Abstract: Addressing current challenges in physical chemistry instruction, this study proposes a goal-oriented, student-centered pedagogical reform strategy using the “Conductance of Electrolytic Solutions” topic in electrochemistry as a case study. The conventional “pre-class preparation, in-class lecture, and post-class assignment” framework has been expanded through the integration of ideological and political education principles, resulting in the development of a dual-line P-BOPPPS-E teaching model. A process-based assessment scheme was implemented to systematically evaluate teaching effectiveness through quantitative measures. This instructional system is designed to enhance student engagement while holistically developing students’ integrated competencies in knowledge acquisition, skill development, and quality cultivation, thereby providing both theoretical foundations and practical guidance for physical chemistry education reform.

Key words: Physical chemistry, Ideological and political education, Dual-line, P-BOPPPS-E