Abstract: How can university chemistry teaching address challenges such as “imbalance between specialization and engagement”, “disconnect between theory and practice”, and “forced integration of ideological education”? This study develops a progressive teaching framework integrating “case studies - bionic fabrication - innovative practice”. Using natural phenomena like the lotus leaf’s “self-cleaning” property as entry points, we incorporate advanced research on “binary cooperative interfacial effects” from Academician Lei Jiang’s team to systematically connect interdisciplinary knowledge including interfacial chemistry, materials science, and 3D printing technology. Through a tiered experimental approach encompassing “microstructural analysis - bionic modeling - performance modulation”, students master superhydrophobic surface fabrication and characterization techniques while establishing quantitative structure-property relationship models. This provides foundational knowledge and skills for subsequent innovation projects and academic competitions, creating a complete educational pathway of “course instruction → experimental practice → innovation translation”. The curriculum organically blends ancient Chinese observational wisdom of “investigating things to acquire knowledge” with modern research spirit of “transitioning from following to leading”. Practical results demonstrate this model not only develops students’ systematic thinking, engineering practice, and interdisciplinary collaboration skills, but also strengthens cultural confidence and sense of mission in technological advancement, achieving harmonious integration of knowledge delivery, capability cultivation, and value orientation.

Key words: Experimental teaching, Ideological and political education, Continuous cultivation, Interfacial chemistry