Supercapacitors Materials and Technologies is a characteristic interdisciplinary course offered for senior students majoring in New Energy Materials and Devices. This course integrates multidisciplinary knowledge of chemistry

materials science

and energy engineering

as well as features solid theoretical foundations and prominent engineering practicality

resulting in significant challenges to the implementation of high-quality teaching for this course. However

the traditional single-teacher teaching mode

which remains prevalent in current pedagogical practice

is typically constrained by severe drawbacks for instruction in Interdisciplinary courses

including a monotonous disciplinary perspective

disjointed theoretical and engineering teaching

delayed learning situation feedback

and insufficient targeted teaching. These issues leave single-teacher teaching mode ill-equipped to address the complex interdisciplinary requirements of this course. In response to the inherently interdisciplinary nature and pedagogical demands of this course

this paper proposes a multi-perspective feedback-based dual-teacher teaching mode

investigates the model's efficacy in enhancing classroom instruction quality

and thus reveal the multi-perspective feedback mechanisms. Under such a teaching model

two teachers specializing in electrochemistry and material devices

respectively

are participating in the collaborative teaching of this course. Importantly

this mode establishes a multi-level bidirectional interactive feedback mechanism among the multiple roles involved in the teaching and learning process. Moreover

dynamic transformation of teaching roles facilitates deep interdisciplinary knowledge integration

effectively bridging theoretical rigor with engineering application to achieve holistic synergy between conceptual learning and hands-on practice. This approach effectively breaks the disciplinary limitations of single-teacher teaching model

thereby refining a multidimensional pedagogical framework that systematically bridges chemical mechanisms

materials engineering

and device applications. Practical results show that the dual-teacher teaching mode can effectively break down rigid disciplinary boundaries and significantly optimize classroom teaching effects for cross-disciplinary courses

empowering students to build a cohesively integrated knowledge architecture that transcends discrete subject boundaries and fosters robust cognitive connections across chemistry

materials science

and energy engineering. Furthermore

this model serves as a catalyst for the synergistic advancement of faculty members' interdisciplinary teaching competencies

strategically aligning the trajectory of faculty development with the accelerating expansion of interdisciplinary courses. By dismantling traditional epistemic silos

it fosters a responsive and adaptive instructional ecosystem where pedagogical innovation and curricular growth reinforce one another

thereby establishing a robust

virtuous cycle characterized by the sustained mutual empowerment of teaching and learning. Finally

these empirical findings will provide robust practical support and solid quantitative foundation for exploring innovative dual-teacher paradigms that feature deep artificial intelligence (AI) integration

thereby paving the way for next-generation smart education models for cross-disciplinary courses.