Abstract: The opening of undergraduate teaching laboratories is crucial for enhancing the utilization of experimental resources and students’ experimental skills. However, the traditional “resource-provision-based” laboratory opening model has shown limited effectiveness due to insufficient laboratory education and unclear experimental demands at the undergraduate level. Centered on a“demand-driven” approach, this paper proposes a method to stimulate students’ interest in extracurricular experiments through modular teaching and constructs a“classroom-demand-opening” cycle system. By reforming two electrical experiment courses accordingly, the results show that over one-third of students in the pilot courses utilized the open laboratories, achieving “zero” equipment damage and “zero”safety incidents during the statistical period, which demonstrates a multi-level, multi-purpose, and multi-cycle open laboratory model for teaching. This model provides a feasible demand-oriented strategy for the effective opening of teaching laboratories, significantly optimizing resource utilization and offering innovative insights for university laboratory opening and experimental teaching reform.