Abstract: This study addresses three critical teaching challenges in physical chemistry education: fragmented knowledge systems, inadequate development of practical engineering skills, and limited evaluation metrics. We propose an innovative gradient teaching framework based on “core reconstruction-systematic articulation-ecological integration”. The “point” dimension features modular knowledge graph reconstruction and an industry-oriented micro-case repository to enhance application anchoring. The “line” dimension employs a three-tier experimental system with dual-chain integration to facilitate progressive skill development. At the “plane” dimension, we establish an interdisciplinary teaching ecosystem incorporating SOLO (Structure of the Observed Learning Outcome) taxonomy and value-added assessment systems. Implementation results demonstrate significant improvements in students' knowledge transfer capabilities, experimental design completeness, and a threefold increase in innovative output.

Key words: Teaching reform, Gradient innovation, Physical chemistry teaching, Engineering competency development