Against the backdrop of digital education, the "Emerging Engineering" initiative calls on university physics-lab courses to shift their objectives from traditional knowledge transmission to the cultivation of scientific literacy, hands-on innovation, and engineering thinking. Yet current instruction is typically delivered in the first year with a strong general-education focus, lacking the distinctive features demanded by "Emerging Engineering." Students therefore arrive with insufficient theoretical preparation, low learning efficiency, and weak self-directed learning skills, making it hard to meet the talent-development goals of the initiative. To address this, we have designed and implemented a blended online-offline instructional model for the "Emerging Engineering" university physics laboratory. Leveraging an online platform, the model provides teacher-recorded lectures, experimental-operation videos, interactive virtual simulations, and targeted pre-lab quizzes that guide students to build the necessary knowledge before class. During the face-to-face sessions, emphasis is placed on standard operating procedures, observation of phenomena, data collection, and analytical inquiry, markedly improving practical skills and experimental efficiency. By combining common core experiments with distinctive, discipline-crossing ones, the model broadens students' horizons and strengthens their interdisciplinary competence. Practical results show that the model is highly effective: students' pre-lab preparation, experimental efficiency, and data-analysis abilities all improve significantly. The design and implementation process offer a replicable pathway for deepening the reform of university physics-lab teaching under the "Emerging Engineering" paradigm.
HOU et al. (Mon,) studied this question.