Based on the literature survey and the latest research progress, this paper focuses on actinide theory and starts from the special electronic structures of actinides to discuss the differences in abnormal oxidation states, characteristics of single substances, important reactions in aqueous solution, element separations and applications between actinides and lanthanides. It will be helpful in learning the chemistry of actinides. Moreover, this paper provides teaching suggestions of actinides.

The emergence of antibiotics has rewritten the fate of mankind, but the emergence of drug-resistant bacteria has made the treatment of bacterial infections difficult or even unavailable, and it is imperative to develop new anti-infection strategies. Although ultraviolet rays can effectively kill bacteria,but high-densityultraviolet rays are easy to cause skin cancer, and the use scenarios are limited. Although visible and infrared light accounts for a large proportion of the energy in the total solar energy spectrum, direct irradiation cannot kill bacteria. The development of photoactive nanomaterials provides new opportunities for the development of novel antimicrobial agents and antimicrobial strategies based on visible and infrared light. This paper reviews several common sterilization technologies related to visible light and infrared light according to the main mechanism of photoactive nanomaterial sterilization, focuses on the important achievements and practical applications of photodynamic and photothermal sterilization technology in the past three years, and strives to introduce interesting knowledge in a popular language.

Chemical reaction engineering is a highlytheoretical and comprehensive course. Some problems such as poor learning enthusiasm and difficulties in integrating theory with practice were existed because of theoretical abstraction of teaching content, complex and cumbersome calculation and so on. Under the background of new engineering education and based on the OBE concept, the course objectives which meet the requirements of social demand and personnel training target were established, “4+3”modularized course system was designed, online and offline blended teaching reform was carried out, multi-subject evaluation system was built, dual-cycle continuous improvement mechanism was created, and ideological and political caseand project case were introduced during teaching processes, which improving the quality of the course.

The evaluation of students’ learning quality is a guarantee for the quality of talents cultivation in applied technology universities. Taking the comprehensive practice course of chemical engineering as an example,this article elaborates on the student-oriented approach to achieving goals based on the reverse design of graduation requirements indicators under the over-all education idea, and decomposes the indicators into five specific dimensions: knowledge, ability, quality, emotion, and environment. Then, around these five target dimensions, the design process of “four stage and five dimensional and one kernel” student learning quality evaluation system has been put into practice from four steps, which are diagnostic evaluation, input evaluation, process evaluation and outcome evaluation, and effective analysis and suggestions should be provided about the evaluation results. Finally, a continuous improvement mechanism based on curriculum training objectives are formed.

Inorganic chemistry is an important core basic course for chemistry and proximate source specialties in colleges and universities. The knowledge points onproperties and applications of elements and their compounds in the teaching content arescattered and informative, making it difficult for studentsto combine the principles of chemical reactions with specific knowledge of compound properties and transformationlaws. Therefore, classroom teaching efficiency is low, and students tend to be afraid of difficulties. This study focuses on the “reconstruction” of the content and teaching mode of elemental chemistry courses. Through organizing teaching content and effectively teaching design to fan out from point to area, it establishes a “learning centered” approach, sorts out teaching content, and organizes classroom face-to-face teaching efficiently to break the dependence of traditional classroom on the class hours, and helps students build a systematic and complete knowledge system of elemental chemistry. By introducing TBL teaching method, it establishes the concept and approach of “learning centered”, and strengthens students’ ability and efficiency of self-directed learning, enhance students’ comprehensive abilities in analyzing, understanding, and applying relevant theoretical knowledge, and promote students’ value appreciation.

The basic theory of organic chemistry is the cornerstone of cutting-edge progress, whereas the frontier advances are the extension and enrichment of the basic theories, and they complement each other. Therefore, selective incorporation of frontier advances of scientific research into organic chemistry classroom teachingis an effective way to consolidate students’ basic knowledge and enhance their interests in scientific research, and it is also of great significance to further cultivate research-oriented talents with original ideas. This paper aims to explore how to integratethe frontier advances in organic chemistry into classroom teaching, and how to designpre-class, in-class and post-class teaching, and eventually promote the learning effect of basic knowledge for the students and stimulate their enthusiasm toward scientific research.

In this experiment, the preparation of flexible electrode and battery assembly are introduced into the undergraduate teaching experiment, so that students can experience the whole process of battery assembly and testing. The flexible Zn-MnO₂ battery device is constructed by flexible MnO₂ as positive electrode and Zn foil as negative electrode. The experiment has high safety, low cost, mild conditions, and can be completed under normal temperature and pressure. The mass energy density of the electrodes is calculated by charge-discharge test and cyclic voltammetry test. And the battery can light the LED bulbs under different bending conditions. This experiment is rich in content, which is conducive to the improvement of students’ comprehensive skills and the cultivation of scientific thinking. It is more in line with the development of modern chemistry and enables students to have a clearer understanding of the concepts related to electrochemical energy storage. This experiment can be set up as a comprehensive experiment for undergraduates majoring in chemistry and materials.

The asymmetric alcoholysis of meso-cyclic anhydride under mild reaction conditions was achieved by the synergistic co-catalytic synthesis strategy of “organic acid-organic base”. The enantiomeric excess percentage (ee value) of the chiral half-ester product was determined by HPLC with pre-column derivatization. In this teaching experiment, we have integrated various teaching concepts and methods, such as the development concept of green chemistry and other ideological elements, Schlenk techniques, spray chromogenic technique for thin-layer chromatography, pre-column derivatization, chiral HPLC. Thus, a scientific research experiment involving the synthesis of optically active substances and ee value detection was developed into a micro-scale organic synthesis comprehensive experiment suitable for undergraduate education. In addition, modular split teaching can also be carried out to meet the experimental teaching requirements of different contents.

In this study, 223 pre-service chemistry teachers were investigated by designing the TPACK Scale Questionnaire for Pre-service Chemistry Teachers. Exploratory factor analysis and confirmatory factor analysis were used to test the reliability and validity of the questionnaire and the rationality of the seven-factor model. Meanwhile, structural equation model was used to construct and discuss the development path of TPACK for pre-service chemistry teachers. The results show that: (1) The questionnaire has good reliability and validity; (2) TPACK seven-factor model has a certain rationality; (3) In the development path of hand-held technology TPACK for pre-service chemistry teachers, except that CK has no direct influence on PCK, all of them support the reform view of TPACK. At the end of this paper, some suggestions were put forward for the basic research of TPACK and the development of chemistry teachers.

In view of the existing problems of teaching instrumental analysis course in our university, the reverse curriculum matrix-design method was applied to the instrumental analysis course. The teaching evaluation method, student learning method, and teacher teaching method were designed based on the intended learning outcomes, and the complete curriculum matrix preparation method, process and key points were given, and typical examples were provided. The prepared course matrix highlights the design idea of “student-centered” and “learning effect-centered”, so that students can learn in a clear direction and can learn actively under the guidance of teachers according to the course matrix. Applying the reverse curriculum matrix-design method in the instrumental analysis course has effectively improved students’ learning motivation and independent learning ability, promoted the achievement of the teaching objectives of the instrumental analysis course, and provided a reference curriculum design model for application-based courses in similar universities.

Combined with the characteristics of pharmacy majors in vocational colleges, the online course platform of “Organic Chemistry” was used to realize online and offline blended teaching, so as to improve students’ self-learning awareness and summarization ability, and lay the foundation for vocational college students to realize “lifelong learning”. On the basis of online learning, the task-driven teaching method is adopted in the class, so that students can learn to use organic chemistry knowledge to complete the relevant tasks in the future employment. In this process, the craftsman spirit of striving for excellence and the professional attitude of loving the industry and being dedicated are cultivated, and then establish an “effective, useful and interesting” classroom, and finally improve the professional quality of students.

More and more universities are participating in the construction of massive open online courses with the rise of MOOC. However, the existing standards and measures to ensure the quality of MOOC courses mostly focus on the perspective of course builders and managers, and the research from the perspective of learners is not systematic and complete. In this paper, taking the course of “chinese medicine chemistry practical technology” as example, the evaluation standards from the perspective of learners for evaluating the quality of MOOC courses were tried to be constructed based on the SDOD concept and the learning experience, which including 3 first-level indicators, 11 second-level indicators, and 43 third-level indicators. Through two rounds of Delphi amendments, this MOOC course quality was evaluated by the fuzzy comprehensive evaluation method combining with the index weights, which were calculated by the analytic hierarchy process and the expert ranking method. In summary, this research provides theoretical and methodological references for improving the quality and the learning experience of the course.

In order to solve the practical problems of disconnection between medicine and chemistry teaching and the difficulty of explaining medical phenomena with chemical knowledge for medical students, this paper takes “buffer solution” as an example, starting from the social phenomenon of acid-base constitution and connecting related knowledge points of buffer solution with blood as the main line, so as to realize the integration of chemistry teaching and medical examples. The interspersed analysis of medical problems in the process of chemistry teaching can stimulate students’ interests, improve students’ ability to analyze and solve problems, and promote students’ in-depth learning and understanding for chemistry knowledge. Meanwhile, ideological and political education is permeated in the whole teaching process explicitly or implicitly through online and offline modes, integrating knowledge teaching, ability training and value shaping into a whole, which plays an important role in cultivating high-quality and inter-disciplinary medical talents.

2D nuclear magnetic resonance spectroscopy teaching activities were designed based on constructivism theory to solve the problems that exist in teaching for graduate students major on chemistry and pharmacy. The course was designed to create a learning context, facilitate collaboration and negotiation, and help students quickly master the use of 2D NMR. The teaching practice demonstrated that the designed course possesses satisfactory teaching effect and could serve as a teaching example worth spreading.

The comprehensive digital transformation of education has emerged as new track and breakthrough in the development of education in China. large-scale and individualized education has become a new teaching paradigm in the digital age. Knowledge graph, due to its teaching advantages such as visualized knowledge relationships, data-driven pedagogical decision-making, and personalized adaptive learning, has become a crucial lever in the digital transformation of education. This paper, based on the knowledge graph technology of the Chaoxing Fanya platform, proposes a framework for activity-oriented multi-modal knowledge graph construction and outlines five principles for knowledge graph construction. Through a three-step process of “knowledge point organization, knowledge point importing, and relationship connection”, this paper constructs a knowledge graph for the organic chemistry course. On the basis of these works, this article uses the “aldol condensation and claisen condensation reactions” as the example of teaching content, demonstrating how the knowledge graph can be applied to blended learning in organic chemistry. This research provides new insights and practical references for teaching reform in chemistry education based on knowledge graphs.

The hydroxyl group in alcohols is a weak leaving group. It can leave easily only after protonation with acids or formation of complexes with Lewis acids, or transformation into their sulfonates. It cannot depart under basic conditions. However, β-hydroxyaldehydes and ketones, the products of the Aldol condensation, can leave their hydroxyl group to realize dehydration under basic conditions, generating α,β-unsaturated aldehydes and ketones. These differences in dehydration of alcohols frequently cause students’ confusion. This article rationally explains the differences of these two classes of dehydrations of alcohols through analyses of their reaction mechanisms and stereoelectronic effect in the dehydrations (eliminations). It would provide a deeper understanding for students.

In response to the main teaching problems existing in the cultivation of applied talents in chemistry and chemical engineering, such as “single education subject, separation of industry-university-research-use, lack of engineering practice”, the “Industry-Cooperation-Research-Training-Competition” collaborative education mode has been established and implemented in our university. The specific measures including: the government, the university and the enterprise tripartite coordination, building the modern industrial college, complementing each other’s advantages and sharing resources; Implementation of “order class” training mode, school-enterprise six coordination, in-depth cooperation between production and learning, school-enterprise dual-subject education. In addition, it also includes implementing undergraduate research training programs, promoting the transformation of scientific research resources into teaching resources, and realizing the three-way education in scientific research. Finally, with the combination of virtuality and reality, constructing the university and enterprise multi-functional practice and training platform and the four-level integrated experimental teaching system to strengthen the cultivation of students’ practical ability, promoting teaching, learning, practice and innovation by competition leading are also included.