Abstract: The construction of laboratory safety is essential for ensuring the efficient and orderly operation of a laboratory. Students’ safety literacy, who are the primary operators in basic teaching laboratories, directly impacts the safety status of these labs. This study proposes a comprehensive experimental teaching model that integrates laboratory managers, teachers, and students, emphasizing safety literacy development in the entire teaching process. This model has been specifically applied in the teaching of analytical chemistry experiments. It facilitates enhanced communication among laboratory managers, teachers, and students. By employing the COOP and 7S experimental teaching schemes, the model immersively engages students in maintaining and developing the experimental environment, which deeply rooting the concept of safety in their learning experience. The effectiveness of this model is evaluated using Partial Eta Squared (η²) test and multivariate Logistic regression analysis, highlighting the significant influence of procedural standardization and organizational orderliness in the experimental process on student’s safety literacy. The practice confirms that this model is instrumental in fostering good experimental habits and safety awareness among students, increasing their sense of responsibility and fulfillment in the laboratory. It achieves enhanced management quality, synergistic growth in teaching and learning, and the inculcation of safety as a core value. Consequently, laboratory personnel can maintain constant control over safety, significantly elevating the operational safety level of the laboratories.