Abstract: In the context of the new era, enhancing the engineering literacy of chemistry majors holds significant importance. As a pivotal course for this purpose, chemical technology faces challenges due to differing training orientations and curriculum systems between chemistry and chemical engineering disciplines, resulting in poor adaptability among chemistry students. This study systematically investigates teaching reforms for chemistry majors, focusing on curriculum content, instructional methodologies, and assessment models. The implemented reforms have demonstrated notable outcomes, offering valuable insights for cultivating engineering literacy and advancing related course innovations.

Key words: Engineering literacy, Chemistry major, Chemical technology, Teaching reform