In response to the “Education Powerhouse 2035” strategic imperative of cultivating top-tier innovative talent, this study addresses the prevailing over-reliance on confirmatory experiments and the concomitant deficit of student innovation in first-year mechanics and thermal physics laboratory courses. Using the bridge vibration experiment as a paradigmatic case, we systematically examine the design, implementation, and impact of a digitally enhanced laboratory curriculum grounded in Problem-Based Learning (PBL). A six-stage closed-loop pedagogical framework “problem elicitation, group deliberation, experimental verification, presentation and reporting, reflective evaluation, and extended exploration” was established and iteratively refined. Empirical evidence indicates a marked increase in student agency and in their capacity to resolve complex, open-ended problems, particularly in tasks such as experimental refinement and innovative design. The findings demonstrate that PBL effectively catalyzes the transition of introductory laboratory instruction from verification-oriented to inquirydriven paradigms, thereby furnishing a replicable and scalable model for cultivating outstanding innovators within physics laboratory education.