Abstract: To advance the transformation of align chemistry experiment teaching with the essence principles of “Emerging Engineering Education (3E) and address existing challenges—including students' mechanistic execution of procedures, underdeveloped process engineering thinking, and inadequate incorporation of green chemistry principles in traditional inorganic chemistry experiments—this study implemented a teaching reform centered on copper sulfate pentahydrate purification. By deeply integrating process engineering thinking with green chemistry concepts, we developed an innovative instructional model using the “Process Engineering Flowchart Blackboard” as a visual cognitive tool. This model features a four-stage micro-engineering teaching paradigm: “Problem Introduction → Process Design → Experiment Implementation → Summary Evaluation”. The approach systematically transforms linear experimental procedures into a comprehensive miniaturized chemical process encompassing raw material pretreatment, reaction/separation, product purification, and waste resource recovery. Key implementation aspects included precise control of critical parameters, green enhancements (e.g., mother liquor recycling and filter residue utilization), and abnormal condition diagnosis training—guiding students to employ an engineer's perspective for systematic analysis and decision-making. Practical results demonstrate that this model not only enhances students' process engineering thinking and green innovation capabilities but also provides a replicable, transferable framework for reforming similar inorganic preparation experiments.

Key words: Experimental teaching reform, Instructional design, Green chemistry, Process engineering thinking, Copper sulfate pentahydrate