Abstract: As a core discipline in chemistry, physical chemistry has long faced the dual challenges of being “difficult to teach for instructors and intimidating to learn for students” due to its abstract theoretical nature and complex mathematical models. Traditional teaching approaches, which emphasize one-way knowledge transmission while neglecting value orientation and motivation cultivation, often trap students in superficial learning cycles of mechanical formula memorization and exam-driven passivity. To address this fundamental issue, this study proposes a curriculum reconstruction framework centered on interest stimulation and value guidance. Through systematic innovations in both content design and teaching methodologies, we establish an upward-spiraling learning ecosystem that integrates interest cultivation, competency development, and value internalization. The implementation employs three key strategies: contextual anchoring through immersive scenarios, cognitive empowerment via problem-chain design, and praxis integration combining knowledge application. This approach achieves deep integration between knowledge delivery and educational objectives. The study provides a replicable framework for addressing the prevalent issues of “decontextualized knowledge” and “disconnected values” in Science, Technology, Engineering and Mathematics (STEM) education, while pioneering new pathways for ideological-political education in emerging engineering talent development.

Key words: Physical chemistry, Interest-driven learning, Competency development, Value cultivation