Abstract: This study addresses prevalent issues in experimental report design and evaluation within traditional university chemistry laboratory instruction. We propose a comprehensive three-phase reform approach encompassing pre-lab, in-lab, and post-lab components. The reforms include: optimizing pre-lab preparation through an enhanced guided reading system that integrates ideological and political education elements; standardizing experimental report writing while incorporating critical discussion components to develop students' analytical, observational, and written communication skills; and implementing a dual-evaluation system combining AI-powered automated assessment with interactive teacher feedback. This innovative approach not only modernizes report evaluation but also promotes meaningful teacher-student interactions, thereby deepening students' comprehension and reflective analysis of experimental processes.

Key words: AI-powered assessment, Dialogic feedback mechanism, Guided preparatory system, Innovative practical competence