Traditional experiment teaching usually follows a routine in which students just listen and watch when teachers impart knowledge and perform experiment, and students are under strict supervision while doing experiment and are subject to teachers' evaluation of their experimental reports, so students are reluctant to try experiments or even plagiarize others' reports, and the experiment courses often fail the teaching goals of developing students' multiple abilities. Setting a solid "student-oriented" principle, we carry out a teaching reform for water analytical chemistry experiment by promoting students' activities such as preliminary experiments before class, "teaching assistant" practice during class, and standardized experiment reports. As a result, different degrees of improvement are seen in students' study interest, language skills, operational skills, abilities to analyze and solve problems, and innovations, etc.