As one of the core foundational courses for economics majors, the Microeconomics curriculum plays a critical role in laying the groundwork for subsequent specialized study. In actual teaching practice, three common phenomena have been observed: students lack enthusiasm for pre-class preparation, their participation in class discussions is low, and they lack sustained learning and reflection after class. An analysis of these phenomena reveals that the majority of students lack both intrinsic and extrinsic motivation for active learning. Furthermore, the absence of prior preparation means that students have few questions to raise in class; consequently, when asked questions by the instructor, they can only reflect briefly and struggle to develop systematic perspectives. Due to a lack of the habit of approaching problems from an economic perspective, students also find it difficult to spontaneously connect theory with practice after class. Therefore, this paper proposes teaching reform measures based on the problem-chain teaching method: by linking the knowledge points of each lesson into a problem chain, posing questions before class to stimulate students' curiosity, encouraging students to speak boldly during class, and encouraging them to supplement the problem chain after class to guide them toward continuous and in-depth learning.