Grignard reaction,one of the most important carbon-carbon bond formation reactions in organic synthesis,represents an important tool for the synthesis of alcoholic compounds.When the rate of a Grignard reaction is greatly reduced due to the stereo-or electronic effect of the carbonyl group or(and)the Grignard reagent,other reaction processes such as enolization,reduction,substitution reaction,etc.may proceed dominantly.However,there is scarcely a systematic introduction on these unusual Grignard reactions.Based on the teaching and research experience of the authors in synthetic organic chemistry,this paper presents a comprehensive introduction on some non-classical Grignard reactions with emphasis on explaining and elucidating the mechanisms of these reactions.

Alkali metals can form four types of oxides depending on the type of oxygen anion, which are named as normal oxides, peroxides, superoxides and ozonides. Based on the literature, the preparation methods of these compounds are clarified and the thermodynamic analysis of their stability is carried out. Moreover, the special applications of some oxides are briefly introduced.

With the prepared rare earth doped phosphors, fingerprint trace visualization technology as the main topic, five kinds of popular science activities are presented towards different ages of people. These activities include “fingerprint exploration”, “interesting fluorescent painting”, “I am a little detective”, “touch a stone and turn it into gold”, “fingerprint and destiny”. The knowledge of fingerprints trace visualization, rare earth doped phosphors and application are introduced. It makes the public understand the principle of fingerprint visualization, and the close relationship between rare earth materials and daily life. Meanwhile, the comprehensive quality of students has been improved imperceptibly.

Taking the chapter on atomic absorption spectroscopy in the course of instrument analysis as an example, the ideological and political elements contained in the course were explored, such as cautious thinking, innovative thinking, dialectical thinking, systematic thinking, and technological confidence, to achieve a deep integration of subject knowledge with the ideological and political elements. In the teaching process, diverse teaching methods such as storytelling, case-based, discussion-based, heuristic, and inquiry-based are adopted through pre-class preparation, in-class learning, and post-class expansion to achieve the effect of ideological and political education.

The catalytic decomposition of hydrogen peroxide is a classical dynamic experiment. At present, the reaction rate constant and half-life are determined according to the method of measuring the gas volume. Based on analysis and summary of now existing deficiency, a new experimental device which is authorized by national practical patent has been innovatively designed and applied in undergraduate experiment course. Compared with original device, the accuracy and reproducibility are improved significantly, repetitive operation and reagents loss are reduced, experimental cost is saved. It follows the concept of green chemistry. In addition, the improved device can be applied to explored the dynamic characteristics of the decomposition of hydrogen peroxide catalyzed by FeCl₃ under the principle of initial rate method. The reaction order, rate constant and activation energy could be measured accurately. It not only extends the traditional content and method of experiment, but also achieves the high-order training objectives of inquiry thinking and method.

It is noted that the problems of long time, low yield and complicated preparation process for aldehyde-amine reactions still seriously limit their application in the experimental teaching. Also, most of these reported reactions are mainly focused on their preparation and synthesis, their functionality is seldomly investigated, thus limiting the teaching in material properties and applications. Based on these considerations, two simple but green synthetic methods to prepare Schiff base is introduced here in this paper by selecting the suitable substrates. This well optimizes the experimental content and simplifies the experimental process, thus facilitating the undergraduate experimental teaching. Notably, the concept of aggregation-induced emission is also introduced here, which helps the students to know more about the corresponding research topics, then stimulating their interest in learning. Moreover, depends on the demands of teaching, several experimental techniques and characterization methods, such as NMR Spectrometer, UV-Vis Spectrometer and Fluorescence Spectrometer, can also be introduced, to further cultivate students’ comprehensive ability.

Connecting with the teaching practice, a teaching experiment in physical chemistry transformed from scientific research achievements: dynamics of iodate-sulfite autocatalytic system is recommended. By presenting the reaction process online in real time, students can observe the characteristics of the “clock” reaction, feel the speed of the autocatalysis, and understand the dynamics of iodine-clock autocatalytic reaction. The motivation and autonomy of students are fully mobilized by looking up the materials and learning the reaction mechanism before class, doing numerical simulations on computer and exploring the effect of reaction conditions to select experimental conditions. In class, different modules are selected by groups to carry out experiments, so as to stimulate students’ sense of teamwork and effectively exercise their teamwork ability. The experimental results and simulation results were compared and analyzed after class, therefore the learning mode of mechanism simulation guiding experiment and theory-practice-theory is realized.

For the cultivation of innovative talents, the scientific research achievement combining scientific frontiers such as aggregation-induced emission (AIE) and non-equilibrium and nonlinearsystem (e.g., pH oscillating reaction) were introduced into the comprehensive experiment. The experiment mainly includes organic synthesis, fluorescence characterization and the construction methods of visual nonlinear changes of oscillating reactions. The experimental content is multidisciplinary integration, involving organic chemistry, analytical chemistry and physical chemistry. Based on this experiment, students will master the important theoretical knowledge and basic experimental operation of organic chemistry. It can also promote students to master the characterization methods of structure and property. Especially, the principle of non-equilibriumand nonlinearsystem can be understood intuitively, which could increase the learning interests. Therefore, the comprehensive experiment is beneficial to cultivate innovation ability and scientific thinking.

A catalyst with high catalytic activity is necessary for improving the cathode oxygen reduction reaction (ORR) of Al-air batteries.Graphene based perovskite type catalyst are designed and prepared, and their electrochemical performance was tested and assembled into Al-air batteries. The catalytic mechanism was studied using first principles.A research-driven PBL (problem-based learning) teaching mode is carried out through the design of research project and collaborative research practices.The results showed that the Mn-doped perovskite prepared by the sol-gel method after graphene-loaded can effectively improve its conductivity and electrocatalytic activity, and maintained the high and stable discharge of the battery. This experiment encompassed the design and regulation of catalytic performance through various aspects such as material preparation, battery assembly, and electronic structure analysis, thus enabling students to acquire fundamental experimental skills in material preparation and comprehensive application abilities in battery testing. Moreover, it introduced innovative research findings in material design, facilitating the transition from theory to practice and vice versa. The application of PBL teaching had stimulated students’ creative consciousness and research enthusiasm, improved teamwork and comprehensive abilities

The content and structure of textbooks affect their educational functions. Based on the ontology or primordial inquiry of the rationality and legitimacy of the existence and development of Chemistry Pedagogy, three types of curriculum problem domains are formed: “the future teaching problems of normal students”, “the basic problems of chemistry teaching in middle schools” and “the courses learning problems of normal students”. Taking the future teaching problems of normal students as the main line and the basic problems of chemistry teaching in middle schools as the secondary line, the layer-by-layer and end-to-end echoing overall structure of the textbook including 11 chapters is constructed. Taking the four major problems of normal students as clues, based on the cognitive logic of normal students, and taking various middle school teaching practice cases as the carrier, the structure of the “learning process” textbook is constructed through rich columns. Through the overall construction of the structure and content of teaching textbooks, we strive to realize the integration of the main body of curriculum practice(people), the integration of practical content (the course), and the integration of the practical process (links), so that the chemistry pedagogy curriculum can play its application function in “The Stronger Teacher Program”.

The active learning teaching method is the main teaching method widely used in the student-centered teaching reform. It is mainly used to increase students’ interests in learning. In the teaching of pharmaceutical analysis,practice and explorationhave been conducted onactive learning teaching methods, such as the “think-pair-share” three-step peer teaching method, the peer review method based on a self-developed evaluation scale, the jigsaw discussion method, the role-playing method, and the learning portfolio method. These methods effectively stimulate students’ interests in learning and help students learn to learn independently while practically optimizing the learning effect, which can be used as a reference for other courses.

Aiming at the shortcomings of traditional pharmaceutical chemistry experiment teaching, this paper introduces the construction content of the online and offline blended pharmaceutical chemistry experiment teaching mode based on MLabs mobile virtual simulation technology, constructs a more diversified, rational, and comprehensive teaching evaluation system, and conducts quantitative and qualitative research on the practical effect of the teaching mode. Through the teaching practice in recent years, it has been found that using MLabs mobile virtual simulation technology to assist on-site teaching not only maintains the practicality and authenticity of traditional experimental teaching but also provides a more flexible, safe, repeatable, and innovative experimental learning environment through mobile virtual simulation technology, which better meets the learning needs of students. It effectively makes up for the defects in the traditional medicinal chemistry experiment teaching, which leads to the low success rate of the experiment due to the poor preview effect of the students, promotes the improvement of the student’s understanding and application ability of the medicinal chemistry experiment, and stimulates the student’s interest in the study of medicinal chemistry. In addition, the assessment and statistical analysis function of MLabs mobile virtual simulation technology provides an effective means for teachers to carry out targeted intensive training for students’ weak grasp of knowledge points in the process of conducting on-site experimental teaching. Finally, some suggestions on the existing problems of the experimental teaching mode were given, which provided a reference for further promoting the experimental teaching mode of pharmaceutical chemistry based on MLabs mobile virtual simulation technology.

Organic chemistry is a core compulsory course for first-year undergraduate students majoring in medicine. In the context of the “New Medicine” and the comprehensive improvement and innovation of higher education in China, our course team actively explores teaching reform in response to issues such as insufficient guidance in curriculum value, insufficient of advancement, innovation as well as challenge, and the need to improve information technology. The teaching philosophy is “cultivating morality, focusing on student development, results oriented, and continuous improvement”. The reform path is “five-step integration”. That is, moral education is integrated with teaching activities; Chemical knowledge is integrated with pharmaceutical majors; Online resources is integrated with classroom activities; Team learning is integrated with individual self-directed learning; Evaluation is integrated with motivation. This reform has achieved significant results. The course has been approved as an online open course in Guangdong Province and a demonstration course for ideological and political reform in Guangdong Province, and has played a certain radiating role.

Around the national strategy development project of rare earth, the professional experiment teaching should face society and be oriented by employment to train practical talent with relative professional knowledge. Based on a number of scientific research achievements, such as “efficient extraction of ion adsorption type rare earth and green preparation technology of rare earth materials”, a comprehensive virtual simulation experiment project for ionic rare earth yttrium was developed with the advanced information technology and dynamic simulation platform. The experiment project comprises the following main parts of ionic rare earth: detection, mining, extraction, separation, purification and application. The project sets up 39 interactive steps in virtual mine and virtual laboratory. The virtual experiment project show “visible”experimental teaching contents in theoretical knowledge, scientific research achievements and industrial technology of rare earth. And the experiment teaching implementation is supplemented by question teaching method, flipped classroom teaching method, discussion teaching method and the combination of virtual and real teaching method. These expand the breadth and depth of experiment teaching. Therefore, the project has provided a good example for the construction and application of virtual simulation teaching.

Sulfonation reactions are one of the most significant reaction types for aromatic compounds. Recent theoretical studies have shown that sulfonation reactions generally follow a trimolecular reaction mechanism, which differs significantly from the described bimolecular mechanism in organic chemistry textbooks. In this study, using density functional theory calculations, the sulfonation reaction of toluene is investigated as an example to study the molecular mechanism, regioselectivity, and the influence of solvents on the reaction performance. By comparing the computational results of the sulfonation reactions of benzene, toluene, and nitrobenzene, the effects of substituents on the sulfonation reaction performance are analyzed. The aim of this paper is to present the latest advances in understanding the mechanism of sulfonation reactions through computational chemistry studies on the model reactions, thereby enhancing the innovation, high order, and challenge of related teaching materials.

Four typical issues that commonly exist in polymer chemistry teaching and the “Introduction” of some popular domestic polymer chemistry textbooks are discussed, including the definition of macromolecule and monomeric unit, the definition of subunit and its application in the nomenclature of some typical polymers, and the application of dialectical materialism in polymer chemistry teaching aimed at providing methodological guidance to students, cultivating students' dialectical thinking awareness and ability, and conducting course ideological and political education while imparting knowledge.

Tolman’s explanation of activation energy is widely referenced and discussed in various levels of chemistry textbooks in China. However, there are clear discrepancies in how it is presented in these textbooks, highlighting a lack of consistent and comprehensive understanding in Tolman’s explanation of activation energy during textbook development process. This article aims to address this issue by tracing key historical literature. It provides an overview of the historical context in which Tolman’ explanation of activation energy emerged. Meanwhile it briefly introduces Tolman’ explanation of activation energy from aspects such as deductive logic, fundamental assumptions, and main conclusions. From the perspective of the history of science, it summarizes the scientific value of Tolman’ explanation of activation energy and provides an analysis of its presentation in current mainstream textbooks.

A survey was conducted on the experimental content of physical chemistry experimental courses offered by well-known foreign universities such as Harvard University, Stanford University, Duke University, University of California at Berkeley, and the University of Tokyo in Japan. Through the analysis, comparison, and summary of teaching modes and course content, it is understood that introducing new content and technologies such as cutting-edge disciplines, computational chemistry, and modern communication methods into the curriculum is beneficial for students to have a correct understanding of the development of contemporary chemistry, while also effectively improving course quality and enhancing their interest in learning.