Abstract: In response to contemporary education’s evolving demands, this study took three cell morphology observation experiments as cases: cellular morphological structure, cell division, and human karyotype analysis, which innovatively changed from the conventional single-dimensional teaching model focusing on observation and verification in morphological experiments. Instead, it established a comprehensive design-based experimental teaching approach that employed “problem-based” guidance, “model-based” incentives, and “level-based” encouragement teaching strategies to enrich the diversity and depth of experimental teaching projects. The results showed that the implementation of exploratory comprehensive experimental teaching not only significantly improved the practicality and intuition of teaching, thereby enhancing students’ learning interest and effectiveness, but also effectively promoted the integration of multiple disciplines. This integrative approach allowed for the genuine synthesis of knowledge, stimulates critical thinking, and cultivated students’ innovative thinking and practical abilities. The study provided valuable insights and a reference for reforming cell morphology experiments teaching.

Key words: cellular morphology, confirmatory, teaching reform, experimental skills