Boundaries and Paths of Artificial Intelligence Empowering Chemistry Education in the Basic Education Stage:Systematic Reconstruction of Classroom Teaching, Experiment Teaching,Evaluation System, and Teacher Education
FANG Yu**
Virtual Teaching-Research Section for Chemistry Majors (Teacher Training) in Western Universities, Ministry of Education; School of Chemistry and Chemical Engineering, Shaanxi Normal University, Xi’an 710119, China
Abstract Artificial intelligence is profoundly reshaping the landscape of basic chemistry education. Knowledge acquisition has become unprecedentedly efficient, yet “learning how to learn” has emerged as a prerequisite; the hands-on experience and scientific inquiry inherent in laboratory teaching remain irreplaceable. At a deeper level, student assessment and teacher evaluation systems are in urgent need of transformation that is from knowledge recall to competence and literacy, while school management and textbook development also face systemic restructuring. In response to the insufficiently addressed challenges of lagging pre-service teacher preparation and the persistent difficulties faced by in-service teachers in continuing professional development, this paper proposes reforming teacher-training curricula, establishing support systems for teacher development, and systematically reforming evaluation mechanisms, with an emphasis on safeguarding the essential mission of education amid technological empowerment.
FANG Yu. Boundaries and Paths of Artificial Intelligence Empowering Chemistry Education in the Basic Education Stage:Systematic Reconstruction of Classroom Teaching, Experiment Teaching,Evaluation System, and Teacher Education[J]. Chinese Journal of Chemical Education, 2026, 47(19): 14-18.
