Abstract: To address the prominent issues of “unwillingness to learn, inability to learn, and lack of proficient learning strategies” commonly observed in the Literature Retrieval course, the teaching team of the Materials Science and Engineering program at Beijing University of Chemical Technology has adopted a coordinated approach across four dimensions: value reshaping, curriculum content restructuring, teaching method innovation, and assessment system reform. Specific measures include reshaping students’ perception of the course value and introducing research cases to stimulate intrinsic motivation; implementing a “zero-starting point presetting, modular progression” teaching strategy to solidify foundational competencies; constructing a practical task chain driven by real-world research scenarios and deeply integrated into the research and development process; and establishing a diversified assessment mechanism that “emphasizes process and values ability,” thereby effectively bridging the gap between learning and application. Teaching practice demonstrates that this reform has significantly enhanced students’ information cognitive abilities and their overall research literacy, achieving an effective transformation from skill transmission to competence cultivation, and offering new insights for the transformation of similar courses.

Key words: Literature retrieval, Information literacy, Curriculum reform, Blended teaching