Manuscript received December 1, 2025; accepted February 10, 2026; published March 19, 2026.

Abstract—General education is an important way to cultivate interdisciplinary talents, but current general education courses in China generally face problems such as single teaching content, low student engagement, and rigid evaluation systems. Taking the general education master course-Fluid Power Transmission and Control Technology, which at a technological university in Shanghai as a case, this paper analyzes the causes of problems through mixed research methods (questionnaire survey, interview, classroom observation) and proposes a “three-dimensional drive” reform framework: 1) Content-driven—constructing interdisciplinary knowledge integration modules and hierarchical case libraries; 2) Method-driven—adopting the “Terminology Mapping Framework (TMF)” to resolve disciplinary barriers, and designing scenario-based teaching activities such as “simulated climate negotiations”; 3) Evaluation-driven—developing a dynamic scoring model (30% for classroom performance + 40% for team projects + 30% for innovative proposals). Empirical data show that after the reform, students’ classroom engagement increased by 42%, and the adoption rate of interdisciplinary proposals increased by 13%. This study provides a replicable, practical path for solving the dilemma of general education courses being regarded as “low-quality courses”.