Reform and Exploration of Comprehensive Experimental Pedagogy in New Energy Materials and Devices Specialty under the Background of New Engineering Education—A Case Study on “Lithium-Ion Battery Assembly and Testing”

新工科背景下，针对新能源材料与器件专业综合实验教学体系开展系统性改革。通过课程思政元素与锂离子电池组装与测试实验课程深度融合，将工匠精神、绿色理念植入教学环节；采用“线上线下混合式预实验 + 多维度互动”方法，设计虚实结合的模块化实验项目，拓展工程案例分析与行业工艺仿真训练；重构教学内容体系，建立“基础规范–综合设计–创新研究”分层递进式课程结构，配套多元化考核评价机制。改革突破传统实验单一技能培养局限，强化学生工程实践能力与创新意识，形成具有新工科特色的实验教学范式，为培养新能源电池行业应用型复合人才提供实践路径，教学成效表明学生高阶思维能力和工程素养显著提升，研究成果对新能源材料与器件专业实验教学改革具有示范价值。This study conducts systematic reforms in the comprehensive experimental teaching system for the New Energy Materials and Devices specialty against the backdrop of Emerging Engineering Education. By deeply integrating ideological and political education elements into the “Lithium-ion Battery Assembly and Testing” experimental curriculum, we embedded craftsmanship spirit and green development principles into pedagogical practices. Innovatively adopting an “online-offline hybrid pre-experiment preparation and multi-dimensional interactive pedagogy” approach, we designed modular experimental projects combining virtual and physical operations, while expanding engineering case analysis and industrial process simulation training. The restructured teaching content framework established a hierarchical and progressive curriculum structure spanning “fundamental norms-comprehensive design-innovative research”, supported by a diversified assessment mechanism. These reforms transcend the limitations of traditional single-skill cultivation in experimental education, significantly enhancing students’ engineering practice capabilities and innovative thinking. A distinctive experimental teaching paradigm aligned with Emerging Engineering Education principles has been established, providing actionable pathways for cultivating interdisciplinary talent in the new energy battery industry. Empirical results demonstrate marked improvements in students’ higher-order cognitive skills and engineering literacy, with the research outcomes serving as a paradigmatic reference for experimental pedagogy reforms in chemical engineering disciplines.