Abstract: A prevalent issue in local universities is the mismatch between the teaching models of instrumental analysis experiment courses and the actual requirements of students, which regrettably undermines the courses’ unique educational capabilities. In response to this issue, an innovative experimental teaching model anchored in the “sheep flock effect” with dual preview has been introduced. This model consciously cultivates “leading sheep” to significantly enhance students’ intrinsic motivation and unlock their learning potential, thereby facilitating an intersectional integration of theoretical knowledge with practical skills. Teaching practice has validated that this teaching model not only compensates for the limitations of insufficient class hours and inadequate academic foundations among students in local universities but also notably bolsters students’ higher-order thinking and their comprehensive capabilities in problem analysis and resolution. This model also lays a critical foundation for fostering high-quality chemical engineering professionals and offers a reliable reference for advancing and consolidating the pedagogical reforms in experiment courses.

Key words: Instrumental analysis experiment, Teaching reform, Dual preview, Sheep-flock effect