Abstract: Within the framework of exam-oriented education, the disconnect between middle school and university chemistry education has grown increasingly evident, hindering the progressive development of students' inquiry skills and innovative thinking capacities. To facilitate effective articulation between these educational stages (termed “school-university articulation”), this study employs electrochemical experiment instruction as a paradigm. By addressing students' transitional challenges in knowledge acquisition, skill development, and cognitive progression, we designed a tiered school-based experimental curriculum. Our approach establishes a bridging framework structured as “real-life cases → professional training → technological frontiers.” This investigation explores the mediating role of experimental pedagogy bridging educational stages, thereby proposing a viable implementation strategy for cultivating chemically literate innovators.

Key words: Connection between middle school and university, Experimental teaching, Scenario construction, Inquiry-based teaching, School-based curriculum