Abstract: Traditional teaching practices in Principles of Chemical Power Sources face challenges such as outdated resources, theory-practice disconnection, and a rigid evaluation system, hindering adaptation to rapid disciplinary developments. This study proposes a knowledge graph-based reform framework, establishing a multidimensional system integrating knowledge, problem-solving, and competency dimensions to explore innovative digital pedagogy. The approach facilitates dynamic resource updates and precise knowledge linkages, effectively bridging theoretical and applied learning while enabling comprehensive evaluation of teaching and learning outcomes. This research provides a transformative model for digitalizing chemical power-related curricula, demonstrating significant improvements in educational quality and effectiveness.

Key words: Knowledge graph, Teaching reform, Principles of chemical power sources, Teaching model