Abstract: As a teaching method based on practical examples, casebased teaching has been widely adopted and achieved significant results in the humanities and social sciences. However, its application in core foundational courses in science and engineering remains in the exploratory stage. This study takes the course “Thermodynamics” as an example to systematically explore the theoretical foundations, practical approaches, and teaching outcomes of the CaseBased Learning for Physics (CBLP) teaching method in undergraduate foundational courses in science and engineering. By designing a series of typical thermodynamics problem cases, the teaching process guides students to first analyze the cases and independently explore solutions, then systematically learn relevant theoretical knowledge, and finally return to the cases for verification and extension, forming a complete teaching cycle of “casetheoryapplication. ” Teaching practice demonstrates that the CBLP teaching method can effectively enhance students learning initiative, critical thinking, and knowledge application abilities. This study further analyzes the challenges faced during the implementation of the CBLP teaching method and proposes corresponding solutions, providing practical evidence and theoretical reference for the broader application of the CBLP teaching method in foundational science and engineering courses．

Key words: casebased teaching method, thermodynamics, foundational courses in science and engineering, teaching reform, CBLP