Material Surfaces and Interfaces

is one of the core courses in the discipline of Materials Science and Engineering

and its knowledge system is closely connected with cutting-edge scientific research dynamics. The traditional large-class teaching model suffers from issues such as lagging knowledge updates and a disconnection between theory and practice

making it difficult to effectively transmit the cutting-edge development of the discipline. Under the philosophy of scientific research feeding back into teaching

this paper explores the paths for embedding cutting-edge knowledge into the large-class system reform of

Material Surfaces and Interfaces

. It analyzes the challenges faced in current teaching

including the solidification of course content

insufficient motivation for student innovation

and limited teaching resources. Specific paths are proposed

such as transforming scientific research achievements into teaching cases

introducing dynamic experimental simulations

constructing a cross-disciplinary knowledge framework

and establishing a scientific research practice mechanism for students. The potential impacts of these paths on improving course quality

stimulating students' interest in scientific research

and promoting mutual growth in teaching and learning are discussed. Scientific research feeding back into teaching is not only an optimization strategy for knowledge delivery

but also an important starting point for promoting the connotative development of higher education.