CO₂-stimuli responsive polymer is a type of intelligent stimuli responsive material. Since the reversible regulation process only involves the admission and emission of CO₂, there are broad application prospects in this field. The fluorescent sensor constructed based on the polymer can convert the change of CO₂ concentration into detectable fluorescent signals, realizing real-time monitoring and reversible regulation of CO₂. It will also help us to explore the CO₂-stimuli responsive principle and the relationship between the CO₂ concentration and the environment. This article briefly introduced the principles and classification of CO₂-stimuli responsive substances, followed by the discussion of responsive sensitivity, responsive rate, recyclability, and anti-interference of fluorescent sensors and summarized the relevant works. The improvement directions and application prospect of CO₂-stimuli responsive polymer are also been discussed.

Sulfur is the element with the most numerous allotropes in the solid state. But in terms of elemental sulfur allotropes, there is no detailed overview in teaching material. In this paper, based on the research progress of sulfide and comprehensive investigation of sulfur allotrope, we discussed the preparation, crystal structure and their mutual transformation of the allotrope of sulfur, which emphasize the important role of science and technology in the expansion of allotrope. That can perfect the sulfur allotrope into teaching. At the same time, it also reflects the role of scientific research in promoting the reform of undergraduate teaching content.

The course of material characterization method was reformed by combining online teaching platform with experimental education via cooperating with the Super Star MOOC production team. In contrast to the traditional experimental education, the new course not only arouses studyinterest of students and utilizes existing teaching resource efficiently, but also perfects the appraisal system and improves the teaching quality. Thus, it can provide some reference for the reform of chemistry postgraduate experimental course in university.

Organic chemistry is a basic compulsory course for the national first-class undergraduate major,chemical normal majorand polymer materials and egineering major,and for non-normal majors,such asapplied chemistry,pharmaceutical engineering,etc. Due to the different training objectives ofchemistrynormal and non-normal majors,the precision teaching of organic chemistry is also different. This paper mainly explores and practices the differentiated precision teaching of organic chemistry for chemistry normal majors and non-normal majors from three aspects of theoretical teaching,experimental teaching and multimedia teaching. The precision teaching of organic chemistry for chemistry normal majors focuses on cultivating students' teaching ability,while the precision teaching of organic chemistry for non-normal majors focuses on cultivating students' application ability.

How to make the ideological and political teaching content of the course highly fit with the curriculum knowledge system, It is necessary to design the teaching content and innovate the teaching mode to make the ideology and politics course have the temperature and resonance. Based on the training objectives of instrument analysis and the teaching characteristics of each part, the ideological and political elements in the knowledge points of the course are fully excavated, and the corresponding ideological and political teaching cases are constructed. By using the multi-channel mode of online and offline classes and extracurricular activities, the course will be silently integrated into the whole process of instrumental analysis teaching, so as to realize the organic unity between the core value guidance of professional knowledge transfer and ability cultivation, and finally make students have professional knowledge, patriotic feelings and responsibility in mind.

Combining the characteristics of elemental chemistry courses and the psychological characteristics of contemporary college students, this article proposes to create a tangible, practical and energetic elemental chemistry classroom with students as the main body and improving students' literacy and ability as the focus. By establishing a series of in-class and extra-curricular learning activities such as element spokespersons, daily chemistry (phenomenons, experiments), and flipped classrooms, a sense of rituals of learning activities is build, and students are mobilized to overcome anxiety and weariness, and study in a pleasant and active mood. At the same time, with the thoughts of subject education throughout the course of the curriculum construction, there is solid, tangible element chemistry classroom full of life.

Graphic organizers are introduced in inorganic chemistry teaching. Students are guided to use different form of graphic organizers to organize and stimulate their thinking, construct thinking network and realize deep learning. Practice indicates that the teaching strategies can stimulate students' learning motivation, promote deep learning, and play a positive role in the cultivation of students' higher-order thinking and autonomous learning ability.

In order to ensure the high-quality development of “Suspending Classes Without Stopping Learning” during the COVID-19 epidemic, the application of PDCA cycle theory in the “3+1+4+3” complete online teaching mode was discussed by taking the teaching of principles of chemical engineering as an example. The practical teaching showed that the integration of PDCA cycle theory can effectively ensure the development of teaching, and has a significant effect on improving students' learning motivation.

Based on the teaching requirements of comprehensive chemical experiment course, in order to improve the students' weakness and teaching effect, and reform the education method, the frustration education method is applied to experimental course. This article analyzes the feasibility of reform implementation, probes into the contents and methods of the reform, sums up the effectiveness and experience of the reform, and puts forward solutions to the key problems.

A portable learning platform of inorganic chemistry experiment was built through the combination with the Chaoxing Learning APP and WeChat Official Account. Making full use of information technology and students' mobile reading habits, a information technology assisted inorganic chemistry experiment teaching mode was constructed. Through the combination with the examination of pre-experimental, the discussion in the experimental class and the feedback after the experimental class, the teaching design can be optimized, the experimental teaching quality can be improved, and the habit of independent learning of students can be developed. It provides an easy-to-operate method for the reform of inorganic chemistry experiments teaching in local universities lacking MOOCs.

Revolving around the college goal of high-level application-oriented talents, the scientific research achievements of “zero-emission electroless nickel plating and its wastewater utilization to doped LiFePO₄/C material” are dismantled and refined. Then they are converted into multi-leveled experimental projects with different phases on the basis of the provincial key laboratory and innovation training center. It is proved that the integration of science and education mode creates scientific research atmosphere, cultivates scientific research quality and innovation consciousness, improves innovative and practical abilities for the college students.

In order to realize the “visualization” of hydrogen bonds and strengthen the ability of undergraduates to integrate theory with practice, a comprehensive teaching experiment on eutectic solvents preparation and application was systematically designed and practiced through the college students' innovative experiments. The experimental results show that the abstract theories can be transformed into intuitive phenomena and the hydrogen bonds were visualized, through the integrated experimental design, the ligands selection, the preparation of eutectic solvents and benzyl alcohol extraction. The experiment practice not only strengthens students' understanding of basic theoretical knowledge, but also expands students' innovative scientific thinking, which is conducive to the cultivation of undergraduates' practice creative ability.

This paper identifies the challenge of teaching chemistry in content-based language teaching (CBLT) approach to Chinese college students with intermediate level of proficiency in the target language. The researchers and practitioners as researchers collaboratively designed a new teaching mode: integrating CBLT with flipped classroom. The designed mode was put forward in an initial run of the course design. Quantitative and qualitative data were collected through questionnaire to monitor the effectiveness of this model. Data were analyzed with both traditional method and Nvivo. Practitioners as researchers reflect on this process based on their own interaction with students as well as student's feedback. The results of this work suggest that the flipped CBLT mode has been successfully applied in an organic chemistry experiment course. And the integration has yielded successful outcomes such as increasing of engagement, and developing a deeper understanding of the discipline. Action plan for the next design is also made.

The reform ideas of strengthening integrated design and theoretical guidance, exploring ideological and political elements and jointly building resources by all staff are determined. A muti-dimensional teaching material composed of paper-based teaching materials and information-based teaching resources has been constructed, and then SPOC is constructed based on the muti-dimensional teaching materials. The online and offline blended teaching mode is adopted, and the path of cultivating high-quality skilled talents is systematically constructed around three information-based teaching links:guidance before class, internalization in class and consolidation after class. At the same time, we paid attention to teaching feedback, continuously update the three-dimensional teaching materials and improve teaching methods, so as to realize the growth of teaching and learning, and provide some reference for the reform of teacher, teaching material and teaching method(“three-t” reform).

The personal learning paths of organic chemistry for pharmacy undergraduateswere constructedbased on the key attributes of personalized learning. By creating a flexible learning environment, generating learner profiles, supporting students at risk and training top students, we can guide different students to achieve their learning goals through different learning paths. The teaching contents and methods keep pace with the times. Scientific research in turn promotes teaching well. In 2020, the relevant course was recognized as the first batch of national first-class undergraduate courses (offline) by the Ministry of Education.

According to the requirement of new engineering construction, based on OBE teaching philosophy, the course objectives were designed from knowledge reserving, engineering application, integration and innovation, and value leading. Focusing on the course objectives, teaching content innovation driven by project design and online-offline mixing teaching mode reformation were put into effect. “3-Link and 4-step” teaching activities were carried out depending on online and offline resources. The whole process diversification evaluation system was established according to engineering education accreditation standards to assess the objective achievement scale in an all-round way to implement continuous improvement according to the assessment results. By this way, a teaching approach to transform from passive accepting knowledge to active exploration was explored.

A virtual simulation experiment was designed to study the interaction between donepezil and acetylcholinesterase by molecular docking technique based on the MOE software. The docking experiment helps students to learn basic molecular docking skills via molecular structure preparation, molecular mechanics-based docking and data analysis. It also improves their understanding of the stereochemical effect in the interaction between ligand and receptor. The computer experiment could be used either as a classroom demonstration or a lab exercise to enhance students' learning interests and cultivate their research-guided learning ability.

Cycloadditions, annulations, electrocyclic reactions, and cyclizations are organic reactions for construction of cyclic organic compounds. They describe different types of organic reactions completely. However, they have been misused and applied randomly sometimes. This article expounds the different characteristics of these four types of organic reactions, hoping to teach them accurately in university course and to establish the exact concepts and definations for future workers on organic chemistry at their beginning.

Taking the inorganic chemistry course of Hebei University of Technology and Cornell University as an example, this paper compares and discusses the teaching of inorganic chemistry from the aspects of teaching material setting, teaching methods and course assessment and evaluation methods in order to construct a new curriculum system of inorganic chemistry which is in line with China's national conditions and has an international perspective. It can provide reference for the teaching reform of inorganic chemistry course in domestic colleges and universities, improve the teaching quality and promote the training of undergraduate talents.

Through the research and analysis of the development history of the concept of boron, it can be seen that the development of the concept of boron can be roughly divided into three periods:the formation of the hypothesis of boron, the formation and development of the concept of boron, and the establishment of the modern concept of boron. In the 18th century, Lavoisier predicted the existence of boron. In the early 19th century, the successful preparation of boron indicated the formal formation of the concept of boron. In the 20th century, with the establishment of atomic structure theory and the discovery of isotopes, people have a new understanding of boron. The development of the concept of boron is a process from putting forward the hypothesis to verifying the hypothesis, and constantly deepening the understanding. It is also a process of continuous progress of science and technology, gradual maturity of scientific theory and evolution and development of scientific thoughts.