Abstract: Guided by the concepts of “student-centeredness” and “continuous improvement” in engineering accreditation, the course team has constructed a relatively comprehensive multi-dimensional curriculum quality evaluation system. This was achieved by optimizing the grading criteria, establishing an evaluation system for curriculum objective attainment, and implementing both process-based and summative evaluations throughout the teaching process. Through teaching seminars and questionnaire surveys, a closed-loop continuous improvement mechanism of “teaching–learning–evaluation–revision” has been developed and improved. Practice has demonstrated that the reform of the teaching evaluation system has effectively enhanced teaching quality and students’ comprehensive abilities, thereby providing a valuable reference for the teaching reform and quality evaluation of related courses.

Key words: Teaching reform, Course quality evaluation, Continuous improvement, Engineering education accreditation, Chemical engineering laboratory courses