Abstract Because of the following problems existing in the learning process of freshmen, such as slack thinking, non-active learning, slow change in learning methods, and lack of professional knowledge, the expanding knowledge is classified according to the characteristics of the teaching content of inorganic chemistry. The guidance of strengthening study interests is strengthen through practical phenomena teaching, and the depth of knowledge understanding is strengthen through practical cases teaching; intensive knowledge is strengthen through practical application teaching, and the understanding and memory of dull theoretical knowledge is strengthen through image metaphor teaching. Expanding knowledge and classroom theoretical knowledge are organically integrated and then theory and practice are connected.
LI Pei-Yao, PENG Qiao-Hong, YU Bing, LI Guo-Ling, WANG Li, CONG Hai-Lin. Teaching Design and Practice of Expanding Knowledge in Inorganic Chemistry[J]. Chinese Journal of Chemical Education, 2018, 39(18): 24-27.
