Abstract: To facilitate the profound transformation of inorganic chemistry experiment teaching in alignment with the core principles of “Emerging Engineering Education” and to validate and elevate the universality and theoretical depth of the previously established "Micro-engineering Teaching Paradigm," this study successfully transitions the paradigm from a relatively simple linear separation and purification system (copper sulfate pentahydrate refinement) to a more complex nonlinear, multivariable coupled synthesis system—the preparation of ammonium ferrous sulfate. Utilizing the “Process Engineering Flowchart Blackboard 2.0” as a high-order cognitive scaffold, the study systematically restructures and theoretically enhances the paradigm's teaching objectives, cognitive tools, and control logic to address two major engineering challenges in the new system: the valence state stability of Fe²⁺ and double salt crystallization. The instructional design comprises four stages—“Engineering Problem Definition, Multi-parameter Coupled Design, Dynamic Process Control, and System Optimization & Reflection”—and integrates thermodynamic decision-making tools such as potential-pH diagrams and multicomponent solubility comparison curves into the blackboard as a “dynamic sandbox” to guide students in scientific decision-making. Practice demonstrates that by encouraging students to make systematic trade-offs under multiple dynamic constraints (comprehensive oxidation prevention, heat and mass transfer coupling, and phase equilibrium boundary control), their cognitive approach effectively transitions from focusing on “linear process optimization” to “multivariable system coupling decision-making.” Through systematic comparison with prior work, this study reveals the inherent principle of paradigm transfer—the organic unity of a stable teaching framework and expandable cognitive modules—confirming the paradigm's potential for theoretical advancement and adaptability as a fundamental teaching methodology. It provides a replicable and scalable model for the systematic, engineering-oriented reform of inorganic chemistry experiments under the "Emerging Engineering Education" framework.

Key words: Experimental teaching reform, Micro-engineering teaching paradigm, Paradigm transfer, System engineering thinking, Ammonium ferrous sulfate, Pedagogical sublimation