Abstract: To explore the application of project-based learning in the training of outstanding chemistry students in the Instrumental Analysis course, a novel approach was proposed to extend project activities from theoretical instruction to practical project-based teaching. Instructors designed projects that incorporate authentic scenarios, align with current societal and scientific issues, integrate interdisciplinary concepts, and serve an educational function by providing guidance, supervision, and support throughout the learning process. Under project-driven learning, students engage in critical thinking, interactive collaboration, knowledge integration, and innovative refinement. Practical implementation has demonstrated that this teaching model effectively enhances outstanding students’ ability for self-directed learning and innovative ability.

Key words: Instrumental analysis, Project-based learning, Elite student training