Abstract: Cultivating outstanding professionals in energy chemistry can not only promote the development of the energy industry, but also constitute an essential component of the construction of applied science and engineering disciplines. Based on the internationally advanced outcome-based education (OBE) philosophy, this article uses the "Introduction to Energy Chemistry" course as an example, and puts forward a series of suggestions for exploring interdisciplinary professional course teaching reforms. With the aim of enhancing students' abilities and learning outcomes, we focus on students' understanding and application of knowledge, emphasize their active participation and collaboration, as well as impart learning skills and analytical thinking. In teaching, a student-centered approach is adopted to reform the objectives, competency standards, teaching assessment, learning resources, and methods of the introductory course in energy chemistry. By incorporating the OBE educational philosophy, the energy chemistry curriculum is made more targeted and practical. This enables students to better grasp the subject matter and apply their knowledge to real-life situations and work scenarios. The reformed curriculum integrates practical experiences and emphasizes the application of learned concepts, thereby enhancing the relevance and usefulness of the energy chemistry course for students. Ultimately, this leads to improved teaching quality and comprehensive enhancement of students' overall abilities, providing new ideas for the reform of new interdisciplinary professional course teaching.