Abstract: To address the teaching challenge wherein students comprehend theoretical principles yet encounter difficulties in practical application of redox reactions, this study developed a four-stage progressive teaching model (“Theory Foundation—Case-Driven Learning—Experimental Verification— Innovation Practice”) within the Inorganic and Analytical Chemistry curriculum. The instructional approach incorporated engineering cases including metal corrosion and ammonia synthesis to foster engineering thinking, while extracurricular activities guided students in transforming research interests into innovation projects. Two cycles of teaching practice demonstrated that 42 students participated in extracurricular projects, completed 6 research studies, and received 4 competition awards. The chemiluminescence signal duration was extended from (10 ± 2) s to (120 ± 5) s. Post-test results showed an increase from 31.5% to 84.7% in students' ability to explain sacrificial anode principles. This study presents a transferable pedagogical framework for integrating innovation competency development into fundamental science and engineering courses.

Key words: Four-stage progressive, Case-based teaching, Engineering thinking, Innovation competency, Lesson study