As the first pioneered molecular photovoltaics solar devices, dye-sensitized solar cells (DSSCs) have attracted widespread attention in the world due to their low-cost, tunability, and high photovoltaic performance. With the development of pure organic sensitizers for DSSCs, from D-π-A to D₂-π-A and D-A-π-A configuration, a perfect modular design concept is formed gradually. Depending on this concept, a large number of organic sensitizers with high-photovoltaic performance have been designed and applied in DSSCs. Herein, in order to expand the professional curriculum area for undergraduate students majoring in chemistry with the frontier of molecular new energy, the modular design concept of sensitizers is systematized to meet the requirements of chemistry specialization while enhancing students’ learning interest and knowledge scope. The modular design concept is also expected to be applied in other field of molecular design, making it more maneuverable and efficient.

An international course of “hyphenated techniques and elemental speciation” was set up for undergraduates majoring in chemistry to further promote the first-class construction of chemistry courses in Wuhan University. The full use of the advantages of online teaching avoided all kinds of necessary consumption in organizing and coordinating foreign/non-local expert resources in traditional teaching, greatly integrating teaching resources and improving the teaching performance. During the exploration and practice of this international course, a great interest has been aroused in trace elemental speciation and various hyphenated technologies based on inductively coupled plasma mass spectrometry, stimulating students’ enthusiasm in active learning. The communication between teachers and students tends to be simpler, more flexible and more real-time. It provides a good foundation and reference for subsequent international curriculum construction based on online and offline hybrid teaching modes.

In order to implementChinese PresidentXi Jinping’s important spirit on the national conference of ideological and political work in universities, the ideological and political elements in the course teaching are explored, and the ideological and political elements in the course are systematically sorted out to carry out the ideological and political construction of organic chemistry course based on the analysis of the particularity of the school environment and the characteristics of the students themselves, and combing with the characteristics of organic chemistry course. The teaching design with ideological and political elements not only enriches the contents of organic chemistry classroom, but also helps to solve the students’ ideological confusion, give full play to the function of teaching and educating people in class, and enable students to receive ideological and political education while receiving organic chemistry knowledge. These improve students’ ideological and moral and professional qualities, cultivate students’ dialectical thinking, patriotism, cultural confidence and social responsibility, so as to achieve teaching the purpose of book education is to cultivate innovative talents in a new era with morality and ideology.

Living/controlled radical polymerization has developed for more than thirty years since the first report from the 1990s. The mechanism of living/controlled radical polymerization is well-studied. With the rapid development, living/controlled polymerization is more and more important in polymer chemistry and functional polymeric materials. However, in the teaching of polymer chemistry course, living/controlled radical polymerization is not attracting enough attention. For most of the teaching, due to the limitation of class hour, the living/controlled polymerization is not included in the courses, which is not good for the students. This paper focused on the teaching method and the course content of living/controlled radical polymerization. By encouraging the students to learn how to change the non-living free radical polymerization to living/controlled polymerization, the students will learn how to find and solve the problems utilizing their knowledge.

For the teaching of the comprehensive course of nanomaterials, students are required to grasp immense terms and design principles. With regard to the complicity and practicality feature of the course, we seek to integrate practical research with the course teaching, along withcutting-edge research, university-company-hospitalcollaboration, teaching lab platform construction and comprehensive evaluation. The combination of course and practical applications, laid concrete foundations for the reformation, facilitated the participation of students and improved their comprehensive capabilities. With the guidance of the practical research and integrated teaching-research-practicing, students are encouraged to be active learners, and better teaching effect has been achieved.

In order to make full use of multi-dimensional educational value of knowledge to promote students’ development, aromatic electrophilic halogenation was taken as an example based on discovery-learning notion. We introduced the basic knowledge in coordination with frontier literature, and employed problem-discovery mode to inspire students to think actively, to explore actively the depth, width, connection and practice of knowledge. The results showed that students could construct knowledge actively via discovery learning, and integrated and profound processing of knowledge further helped students realize thinking training, ability cultivation and value guidance while learning knowledge.

To adapt to the situation for culturing inter-disciplinary talent and improving the autonomous learning ability and the innovation consciousness of the students, we should persist the students development-oriented concept and try to improve their character of ideological politics, their ability of integrating theory with practice and their scientific research literacy, when we teach inorganic chemistry for the college freshmen. To do so, the “one body and three wings” teaching mode is providedin this paper. However, this is a huge challenge for the course teachers because the teaching hours in most engineering colleges were compressed. To solve the problem, the “online and offline” blended teaching is employed. Finally, the teaching effect of the “one body and three wings” teaching mode has been checked by the class participation, learning scores and teaching feedback from students.

The BOPPPS mode is closely linked to the 5W elements of the classroom. It emphasizes student-centered and decomposes six teaching modules in the classroom. This paper discusses the meaning and application strategy of BOPPPS teaching mode.The teaching design of bimolecular nucleophilic substitution reactions(S_N2) in organic chemistry and its teaching effectiveness are used to illustrate the concrete implementation strategy of this mode.

Combined with the current situation of ideological and political teaching, how the organic chemistry course carry out ideological and political education practice is analyzed, the creation process of the ideological and political teaching goal is explained, the ideological and political education element cases are enumerated, the four measures for ideological and political teaching of the organic chemistry course are discussed, and preliminary evaluation of the ideological and political teaching effect is conducted.

We have constructed the cognitive network of students by integrating platform education in offline and online, thereby transforming the teaching perspective from teachers to students, stimulating the autonomous learning consciousness of students, and strengthening the communication and interaction between teachers and students, students and students. Therefore, we have achieved excellent teaching results. “Continuous-flipped” blended teaching mode implements the teaching process in five steps: leaving questions, checking results, coordinating interaction, forming knowledge into context, and reaching standards.

Experimental teaching is one of the most important practical part in undergraduate education. The quality of experimental teaching determines the effect of the undergraduate education. The quality improvement of university experimental teaching is a systematic project, and the philosophy of “student-centered, output-oriented, continuous improvement” must be followed. Universities need to strengthen the standardized construction for quality improvement and to carry out the quality management of experimental teaching more carefully, more delicately and more solidly, in order to make contribution to cultivate high-level talents which meet the demands of socialist modernization construction. Based on the teaching practice of the national chemical experimental teaching demonstration center of Hainan Normal University in recent years, this paper makes in-depth thinking and discussion on the improvement of experimental teaching quality from multiple perspectives, and the proposed improvement can be used as a reference for peers.

Taking the binary solid-liquid phase diagram experiment in physical chemistry experiment as an example, the extended experiment with large-scale instrument (DSC) is introduced through reasonable design. It effectively promotes the participation of scientific research resources in talent training, realizes the extension of teaching content, improves students’ learning enthusiasm and practical ability, and helps the cultivation of innovative engineering talents required by the“new engineering”.

Based on the “reduction” principle of laboratory waste green treatment, the identification test of nitrate ion (also called the brown ring test) was studied in terms of reagent dosage, diameter and type of test tube, the natures of ferrous salts and interference ions, etc. Simultaneously, the stability of brown ring species was characterized by UV-Vis spectrometry. The results showed that the amount of the reagent, the diameter of the test tube and the presence of ions, including NO^-₂, I^- and SO^2-₃, all affected the formation of the brown ring to some extent. Under the optimized experiment conditions, the formation of the brown ring could be notably observed and the adsorption bands at 302, 450 and 587 nm were detected in the UV-Vis spectra of the brown ring species. When these results were applied in the teaching, better performance was obtained.

Analytical chemistry experiment is one of the core basic courses of chemistry & chemical engineering majors. Data analysis and processing have always been the most important and difficult points of the course. Herein, taking the “complexation titration of iron and bismuth” as an example, a new Python based data analyzing and processing method for analytical chemistry experiment is discussed. Using Python processing, the experimental data including substance content and relative mean deviation can be obtained more quickly, accurately and efficiently. In addition, the program can be easily extended to other experimental applications by just modifying the key code. This work provided a practical guarantee for the efficient conduct of the experiment. Furthermore, it is significant in cultivating the independent innovation and inspiring the research interest of students.

Combined with scientific research projects, a comprehensive experiment of instrumental analysis suitable for undergraduate teaching was designed by selecting actual samples familiar to students: The comprehensive experimental design and practice of separation and determination of sulfonamide residues by capillary zone electrophoresis. The experimental teaching process of the complete separation and analysis of sulfonamide residues in soil samples and tea samples is shown in detail: Firstly, the students utilize the knowledge of organic chemistry to derivatize the sulfonamide standard and pretreat the actual sample, and then use the knowledge of instrumental analytical chemistry to conduct group discussions to explore the optimal conditions for the separation and analysis of sulfonamide residues by capillary electrophoresis in terms of buffer concentration and pH, and independently design the migration time, peak area repeatability experiments and standard addition recovery experiments to evaluate the repeatability and precision of the experiments, and integrate them into the ideology and politics of food and drug safety courses in real time according to the experiments. Based on this, students are trained to use comprehensive knowledge to analyze and resolve practical problems, the sense ofteam division of labor and the rigorous attitude towards experimental science are cultivated,the barriers between scientific research and teaching are broken, and the leading role of scientific research on experimental teaching is realized.

In this paper, “designing a chemistry question for National College Entrance Examination” is set as the theme of a teaching project. And three key goals are established, which are refining the framework for designing test questions, making a draft of test questions, and optimizing them. The paper presents the design and implementation of the project-based teaching of “measurement and evaluation of chemistry education” as a whole.

In order to improve undergraduates’ enthusiasm and learning efficiency of chemical experiment, the chemical experiment teaching strategies which could enhance undergraduates’ learning self-efficacy were implemented in the course of pharmaceutical engineering experiment. Taking “emulsion preparation” experiment as the research background, a three-stage experimental teaching process was designed and implemented. At the same time, the implementation effect of chemical experiment teaching strategies was evaluated by constructing quantitative indexes of process evaluation, carrying out three-party evaluation and questionnaire survey. Compared to the matched group, the average scores of the final comprehensive evaluation results and the questionnaire survey results obtained by the students in the experimental group were both higher than that in the matched group. This result showed that the self-efficacy of the experimental group was higher than that of the matched group. Therefore, the chemical experiment teaching strategies taken in this experiment to improve undergraduates’ self-efficacy are indeed effective and practical.

A new comprehensive chemical experiment with the characteristics of agriculture and forestry was developed. Flavonoids was extracted by ultrasonic assisted ethanol solvent from prunus triloba f. multiplex flowers. Using calibration curve of rutin, the content of flavonoids was then determined by aluminum nitrate spectrophotometry. This experiment is from teachers’ scientific research achievements, and has been included in the analytical chemistry experiment course in our university to realize “integration of science and education”. The experiment can be used as a comprehensive experiment in analytical chemistry experiment courses for junior students of near-chemistry majors.

In ¹³C NMR, the chemical shift of the carbons is greatly affected by the stereostructure. Among the atoms of the same group, compared with molecules containingrelativelysmall electronegative atoms (such as Br/I), large electronegative atoms (such as F/Cl) will increase the chemical shift of the α-carbon to which it is connected, and decrease that of its β- and γ-carbon. Most textbooks are too abstract on their explanation,which makes if difficult for students to understand. This paper explained in detail the influence of substituents on the chemical shifts of β- and γ-carbons through the steric electronic effects and steric hindrance effects. Among these effects, the γ-gauche effect is the most widely used that is often applied for the determination of the configuration of stereoisomers. The large electronegative atom helps to increase the ratio of the gauche conformation of the molecules. Through steric repulsion, the electron cloud of the C—H bond at the γ-position moves to the carbon site, resulting in the deshielding of hydrogen and shielding of carbon in the σ-bond, so that the corresponding hydrogen chemical shift in the γ-position C—H bond increases, while the carbon chemical shift decreases. This kind of spatial repulsion is more valuable in ring systems, which therefore can be widely used for the structural analysis of isomers. In addition, this paper also shares the data from literatures and our group to help readers on their teaching and scientific research.

This article summaries the teaching methods of the basic and advanced organic chemistry experimental courses for undergraduates of Constanz University in Germany, from the aspects of experiment preparation, experiment contents, teaching modes, grading principles and the laboratory safety management.It is hoped that this article can provide insights as to improve the organic chemistry experiment teaching and reform in Chinese universities.