Abstract: This study addresses the limitations of traditional materials science experimental teaching by proposing a trinity teaching model that integrates “Demand-Driven Introduction & Progressive Practical Depth & Value-Enhanced Conclusion.” The model synthesizes engineering education, constructivist learning, quality-oriented education principles, and systems theory. Using the “Measurement of Thermal Conductivity by Laser Flash Method” experiment as a case study, it incorporates real-world engineering needs into teaching, adopts a six-stage progressive instructional approach, combines online and offline pre-study and review, and emphasizes value cultivation. Teaching practice demonstrates that this model achieves significant results, with over 90% of students attaining ‘Good’ or higher grades in experiments. Students exhibit holistic development in comprehensive competencies, excelling in engineering ethics awareness, teamwork, and innovation. The model has received strong student approval, with a satisfaction rate of 92%. It provides a low-cost, easily implementable pathway for reforming materials science experimental teaching. With its transferability and engineering application value, the model is expected to propel materials experimental teaching into a new developmental phase.