Abstract: Fundamentals of New Energy Materials is a core foundational course for students majoring in New Energy Science and Engineering. To address issues such as insufficient linkage between course content and research frontiers, limited cultivation of active learning and analytical abilities, unsystematic integration of curriculum ideology and politics, and relatively monotonous assessment methods, this study constructs a coordinated teaching reform model that integrates research-teaching integration, curriculum ideology and politics, and multiple assessment. In this model, research-teaching integration supports content renewal, curriculum ideology and politics provides value guidance, and multiple assessment facilitates improvement in the learning process. Research advances in new energy materials, the national dual-carbon strategy, energy security, green and low-carbon development, scientific ethics, data standardization, and scientific self-reliance were incorporated into teaching. A chapter-based ideological and political case system and a combined formative-summative assessment mechanism were established. Teaching practice in the first semester of the 2025–2026 academic year showed that the average achievement degree of the three course objectives reached 81.33%, the average final examination score was 76.90 points, and the pass rate of the overall course grade was 100%. The reform enhanced students’ mastery of fundamental knowledge, problem identification ability, and learning engagement, providing a practical reference for foundational courses in new energy-related majors.

Key words: Fundamentals of new energy materials, Research-teaching integration, Curriculum ideology and politics, Multiple assessment, New engineering, Teaching reform