Abstract: The openness of undergraduate teaching laboratories is crucial for enhancing resource utilization and students’ experimental skills. Traditional “resource-provision” models often fail due to insufficient education and unclear demands. This study introduces a “demand-driven” approach, establishing a “classroom-demand-openness” cycle through modular teaching reforms. Pilot results in two electrical experiment courses showed over one-third of students utilizing open labs with zero equipment damage or safety incidents, demonstrating the model’s effectiveness in optimizing resources and advancing experimental teaching reform.