Abstract: In the frontier fields of chemistry and materials science, qualitative and quantitative analytical techniques have become pivotal in propelling disciplinary advancement and elevating the caliber of scientific research and engineering practice. Instrumental analysis experiments serve as a core component in equipping students with this interdisciplinary “universal language”. However, conventional approaches predominantly focus on theoretical comprehension and rudimentary operations, creating a significant disconnect from real-world research and engineering applications, thereby limiting their effectiveness in supporting the development of practical, application-oriented talent. To address this pedagogical challenge, it is particularly important to carry out teaching reform in instrumental analysis experiments, as it serves as the key to bridging the gap between classroom instruction and real-world practice. Guided by the philosophy of “practice-oriented education”, this study introduces an open-ended, inquiry-driven instrumental analysis experiment: determination of trace elements in commercial dietary supplements. The experiment comprises three key components: guided pre-lab preparation, open discussion, and inquiry-based experimentation. Emphasizing spectral interference resolution and methodological reliability, it enables students to appreciate the criticality of spectral line selection and quality control in trace element analysis, while fostering their ability to design and implement a scientifically robust inductively coupled plasma optical emission spectrometry (ICP-OES) analytical workflow for practical applications. Teaching practice results demonstrate that employing real-life samples and addressing unexpected outcomes significantly enhance students’ engagement, while simultaneously improving their critical thinking, communication, and practical skills.

Key words: Practical-oriented education, Instrumental analysis, Inductively coupled plasma emission spectrum, Trace element