Abstract: Against the strategic backdrop of building an innovative nation, cultivating the innovation capabilities of undergraduate students has become a core issue in curriculum reform. Taking the “Magnesium Metallurgy” course in the Metallurgical Engineering major as a case study, this paper constructs a collaborative teaching model integrating problem-driven learning and research-oriented learning. Adhering to the educational philosophy of “student-centered, teaching as empowerment,” the study focuses on enhancing students’ scientific holistic thinking, deep learning, and innovation capabilities by restructuring teaching models and process evaluation mechanisms.