Traditional drug development has a long cycle,high cost,and low success rate.The emergence and rapid development of artificial intelligence(AI) have brought new opportunities for drug design.This paper focuses on the technical foundations,applications,challenges and response strategies of AI in drug design,including machine learning/deep learning,quantum chemistry computing and molecular docking/virtual screening.It analyzes its applications in drug target recognition/validation,drug lead compound screening/optimization and adverse drug reaction prediction.At the same time,this paper explores the challenges and response strategies faced by AI in terms of data quality,model interpretability,experimental validation and clinical translation,and shortage of professional talents,and looks forward to the development trend of AI in the field of drug design.

To address the urgent national strategic demand for high-level interdisciplinary talents,the School of Chemistry and Chemical Engineering at Beijing Institute of Technology(BIT) has systematically implemented a reform in top-notch innovative talent cultivation centered on the “Chemistry+” philosophy since 2016.Grounded in BIT’s distinguished defense heritage and disciplinary strengths,this study establishes a three-dimensional educational framework empowered by “National Defense-Driven·Integrated Innovation·Collaborative Education”. The approach reinforces mission-driven learning through a tripartite mechanism integrating values,knowledge,and practice;breaks disciplinary silos via a four-dimensional matrix pathway encompassing undergraduate-graduate articulation,specialized innovation classes,dual-degree programs,and micro-majors;and deepens industry-education integration through a four-pronged practical ecosystem involving curriculum innovation,national key laboratory resource utilization,elite competition engagement,and university-enterprise collaboration.Practice demonstrates that this system significantly enhances talent development quality,creating a distinctive,replicable “Chemistry+” paradigm for cultivating top-notch innovators.It provides valuable insights for similar chemical education reforms in higher education institutions.

Aiming at the core challenges in the university chemistry curriculum system,such as the disconnection between microcosmic and macroscopic knowledge points,insufficient interdisciplinary integration,and disconnection from the needs of emerging engineering disciplines,this paper proposes a teaching reform system of “one reaction connecting knowledge in all fields” with the synthesis and decomposition reaction of H₂O as the only anchor point.This system consolidates the microcosmic foundation of material structure from the atomic scale(H—O bond formation principle),molecular scale(H₂O molecular orbitals/hydrogen bonds) to the crystal scale(crystal structure of ice),and vertically connects to six core macroscopic modules:thermodynamics,kinetics,chemical equilibrium,solution chemistry,electrochemistry,and coordination chemistry.Horizontally,it combines the chemical needs of emerging engineering fields such as energy(hydrogen production by electrolysis),materials(water adsorption by MOFs),life sciences(coordination of biological water),environment(Fenton water treatment),and information technology(water-based sensing materials).Through the path of “knowledge point framework construction-case application verification-multi-dimensional expansion”,it realizes the teaching logic of “breakthrough at one point and expansion in multiple aspects”.Practice shows that this system can guide students to independently construct a knowledge framework of “micro-macro connection and interdisciplinary integration”,consolidate the foundation of theoretical application,and improve innovative practical abilities,providing a promotable reform paradigm for the cultivation of future-oriented chemistry talents in emerging engineering disciplines.

The time-independent Schrödinger equation is a core and challenging topic in Structural Chemistry.Students often struggle with understanding the essence of mechanical quantity operators and lack a clear physical interpretation of the eigenvalue equation.This paper proposes a novel instructional design centered on the cognitive progression of “from the known to the unknown,from physics to mathematics,and back to physics”. Through graphical teaching,this design guides students to first “trace to the source” in the field of linear algebra,intuitively grasping the concepts of operators,eigenvalues,and eigenvectors.It then leads students to “return”,establishing relationship between abstract mathematical tools and physical mechanical quantities,eigenstates,and eigenvalues,thereby deeply revealing the physical significance of the time-independent Schrödinger equation as an energy eigenvalue equation.Finally,the design applies these concepts to chemistry,enabling students to independently write down the time-independent Schrödinger equation for atomic systems.Our findings indicate that this cognitive logic framework significantly enhances student learning outcomes,fostering a deep understanding of core quantum mechanics concepts and enabling autonomous construction of knowledge frameworks.

In accordance with the characteristics of high-level,innovation,and challenge for course construction,this study creatively designed a microscale reaction mechanism verification experiment using a microscopic melting point apparatus to address students’ difficulties in deducing the synthesis mechanism of phthalimide and their lack of observational skills.By observing microscopic experimental phenomena such as the crystal form changes and ammonia release temperature of relevant intermediates,students can establish connections between microscopic reaction mechanisms and macroscopic reaction phenomena.This approach not only enhances students’ observation and logical thinking abilities,deepening their understanding of reaction mechanisms,but also enables them to further experience the basic methods and processes of scientific research and innovation through the design of such verification experiments in fundamental experimental teaching.

This popular science experiment demonstrates the formation of colored hydrogels through cross-linking sodium alginate with various metal ions,visually revealing the differences in coordination capabilities among metal ions and transforming invisible chemical bonds into tangible“chemical visual art”.By introducing europium and terbium rare-earth complexes into the hydrogels,a red-green dual-color fluorescence system is constructed.Through proportional adjustment,this system achieves dynamic multicolor luminescence under UV light,forming a unique“chemical palette”.Additionally,the material can intelligently detect Fe³⁺,as the fluorescence is immediately quenched upon contact without requiring complex instruments.The experiment translates microscopic processes such as coordination chemistry and fluorescence energy transfer into vivid and intuitive sensory experiences,integrating three functions:hydrogel formation,multicolor luminescence and ion recognition.The science communication follows a step-by-step strategy,progressing from the introduction of intriguing phenomena to the explanation of chemical principles,throughout which the cultivation of scientific thinking is embedded.By merging materials chemistry and photonics,it reveals how interdisciplinary innovation stems from the synergy of fundamental research,thereby nurturing a fertile social foundation for technological innovation.

Aromatic electrophilic substitution is a hallmark reaction of aromatic compounds and constitutes a core component of both theoretical and laboratory courses in basic organic chemistry.Current university laboratory textbooks typically employ the para-nitration of acetanilide as a model system for teaching this reaction,but lack exploration into ortho-nitration and the regulation of reaction regioselectivity.This limitation fails to adequately address students’ needs for in-depth comprehension of reaction mechanisms.To deepen students’ understanding of the mechanism of aromatic electrophilic substitution and the key factors governing selectivity control,and to improve their innovative experimental skills and personalized inquiry abilities,this study designed a novel inquiry-based experiment focusing on the regioselectivity regulation of acetanilide nitration.The experiment integrates modern analytical techniques including nuclear magnetic resonance spectroscopy,gas chromatography-mass spectrometry,and high-performance liquid chromatography,guiding students through the complete inquiry process of“chemical synthesis-structural identification-mechanism discussion”.This approach thereby further fosters students’ scientific research thinking and comprehensive capabilities in analyzing and solving complex problems.

This study is based on the PPDC(Problem-Phenomenon-Data-Conclusion) teaching mode,transforming the cutting-edge research topic of“solvatochromism”into a four-hour comprehensive undergraduate laboratory experiment.By designing the synthesis of N-methyl-4-amino phthalimide(4-AMP) and exploring its fluorescence properties in multiple solvents,an integrated training framework of“synthesis-characterization-data analysis”is established.The experiment features intuitive and vivid phenomena as well as safe and convenient operations,which not only effectively stimulate students’ interests in learning but also systematically cultivate their comprehensive abilities in organic synthesis,instrumental analysis,data processing,and scientific inquiry.

The experiment adheres to the principles of resource efficiency and environmental friendliness in science communication.It focuses on the preparation and application of silver nanowater-based conductive ink.By comparing the reaction effects of seven common reducing agents,the study ultimately selects ascorbic acid as the optimal reductant for the synthesis of silver nanoparticles with silver nitrate.This method is simple to operate,mild in reaction conditions,low in cost,produces uniform particles,and is environmentally friendly,fully meeting the practical requirements of science communication experiments.Using common photo paper from daily life,the experiment offers a“draw to create circuits”science experience,introducing cutting-edge nanomaterials and flexible electronics technologies in a safe,engaging,and easy-to-perform way into science education.This science communication experiment not only enhances students’ hands-on and scientific innovation capabilities but also provides a replicable teaching mode for promoting nanotechnology,improving public scientific literacy,and stimulating scientific interest among youth.

The development history of China’s aerospace fuels is systematically transformed into teaching resources for the chemistry discipline.Using China’s rocket propellants as a vehicle,chemical knowledge is extracted,and sequential teaching cases and activities are designed.A“dual-mainline,four-step”instructional mode is thereby constructed,integrating a“narrative of the history of science and technology”with the“construction of chemical knowledge”.This mode effectively promotes students’ understanding of chemical concepts,enhances their learning interests,strengthens engineering thinking,and naturally cultivates a sense of patriotism.It provides a paradigm for integrating major national scientific and technological achievements into subject teaching,thereby achieving the synergistic attainment of knowledge,skill,and value-based educational goals.

This article introduces the reform of biochemistry and molecular biology experimental teaching that implements the OBE(Outcomes-Based Education) concept through constructive alignment.In response to the issues in traditional teaching,such as the disconnection between theory and practice,fragmented content,insufficient training in higher-order thinking skills,and singular evaluation dimensions,a tiered and progressive modular experimental teaching system has been constructed.Each module is based on clinical cases,first addressing“why to measure”and then solving“how to do it”integrating a“task-driven-triaxial(principle-operation-interpretation) closed-loop”project-based teaching method.Through integration of online teaching and traditional classroom-based education,the expected outcomes,teaching activities,and evaluation tasks are precisely matched.This cultivates students’ clinical thinking,experimental skills,and professional ethics.Preliminary application indicates that the reform has significantly enhanced students’ learning interests and satisfaction,awareness of standardized operations,and data analysis and decision-making abilities.

As a general elective course offered by Tongling University,“Fascinating Chemistry”course embodies the university’s educational philosophy,drawing on its commitment to local relevance,applied learning,and openness.It implements a teaching method that combines interest cultivation with value development,granting students the autonomy to choose classroom content aligned with their interests.Through practical classroom activities,the course guides students in transitioning from passive listeners to active participants,fostering a dynamic and engaging learning atmosphere.It seamlessly integrates“teaching”with“learning”,and“knowledge”with“ideological and political education”,aiming to spark students’ curiosity and desire for knowledge.The course further cultivates their spirit of scientific exploration and innovative thinking,enabling them to recognize the vital role of chemistry in societal progress.Ultimately,it seeks to instill in students a sense of identity and pride in the discipline of chemistry,as well as a sense of responsibility and mission to apply chemical knowledge in serving society and contributing to the nation.

Under the background of integration of industry and education,the Chemistry Laboratory Center of Northeast Petroleum University,as a provincial-level teaching demonstration center,has carried out a series of reforms in university chemistry experiments based on the petroleum and petrochemical characteristics.The existing problems in university chemistry experiments are elaborated at the current stage,as well as the reform ideas and measures to address these issues.These reform measures aim to establish a new system of university chemistry experiment teaching with the characteristics of the petroleum and petrochemical industry under the integration of industry and education.This is achieved through the following approaches:Project-based teaching with reverse design;Modular teaching with forward implementation;Infusing the teaching process with national spirit,scientific spirit,spirit of dedication,and corporate spirit to shape students’ values and professional ethics;Data-driven dynamic teaching evaluation system;Dual-qualified faculty team.These initiatives are designed to support the university’s efforts in cultivating applied undergraduate talents and to promote the organic connection between the education chain,talent chain,industry chain,and innovation chain.

To address the teaching challenges in the“General Chemistry”course for non-chemical majors,including a broad syllabus,limited class hours,and disconnection between theory and practice,this paper designs a comprehensive experiment titled“Extraction of Lycopene and Evaluation of Its Antioxidant Activity”.Centered around the theme of“Comprehensive Health”,this experiment uses tomatoes as raw materials and integrates extraction,purification,spectral characterization,and kinetic testing,thereby incorporating core knowledge and skills from organic,analytical,and physical chemistry.Teaching practices conducted with students majoring in Agricultural Biotechnology demonstrate that this experiment effectively enhances students’ ability to integrate knowledge and develop engineering thinking.More than 90% of students successfully established logical connections between“process-structure-properties”,while also demonstrating proficiency in standardized operations,data processing,and innovative proposal formulation.This study provides a replicable and efficiently integrated teaching case for chemistry experimental courses tailored to non-chemical majors in similar institutions,offering a mode for fostering students’ comprehensive practical and innovative capabilities.

This paper explores a blended teaching mode for the graduate course Special Topics on Food and Drug Safety,guided by the outcome-based education(OBE) concept and integrating small private online courses(SPOC) with the flipped classroom approach.In response to contemporary educational policies,the course reform aims to resolve the dichotomy between teacher-centered and student-centered paradigms,balancing knowledge transmission with the cultivation of innovative competencies.By constructing a blended“online+offline”teaching platform,the course establishes a closed-loop learning process that includes pre-class self-study,in-class collaborative discussion,and post-class performance assessment.Closely aligned with the practical demands of food and drug crime investigation technology,the course emphasizes interdisciplinary integration of law and forensic science,and incorporates case analysis,modern detection techniques,and legal application training.The resulting tri-dimensional teaching mode and evaluation system have demonstrated effectiveness in enhancing postgraduate students’ professional competence and practical capabilities,offering a new paradigm for curriculum development and talent cultivation in police universities.

To explore effective pathways for empowering chemical engineering teaching with generative artificial intelligence(GAI),the Fine Synthesis Unit Reaction course was taken as an example.A teaching practice incorporating GAI was conducted across the entire instructional cycle,including pre-class,in-class,and post-class stages.By using GAI to assist in the diagnosis of learning situations,goal deconstruction,resource integration,teaching support,self-directed learning,personalized tutoring,and intelligent evaluation,a new teaching mode empowered by artificial intelligence was constructed.The practice demonstrated that the integration of GAI could significantly improve teaching efficiency and learning effectiveness.It comprehensively enhanced the information literacy and critical thinking of students.However,the new teaching challenges brought by artificial intelligence cannot be ignored.Potential risks,such as technological dependence,AI hallucinations,and data security,should be carefully reflected upon.Strategies such as strengthening teacher guidance,cultivating students’ independent thinking,and emphasizing the cultivation of critical thinking have been proposed to provide a new paradigm for the comprehensive application of GAI in chemical engineering teaching.

Structural chemistry,a core sub-discipline of chemistry,relies heavily on the Hückel Molecular Orbital(HMO) method—a classical quantum chemical approximation pivotal for elucidating the electronic structures of conjugated molecules.However,the inherent computational complexity of the HMO method presents pedagogical challenges.The rapid advancement of large language models(LLMs),such as DeepSeek and Doubao,provides significant new potential for programming assistance and problem-solving in educational settings.Based on HMO theory teaching practice,this paper explores the integration of LLMs to support structural chemistry instruction.Our research demonstrates that LLMs are effective in facilitating teaching,fostering students’ higher-order thinking skills,and promoting the transformation of structural chemistry education from a standardized to a personalized approach.

Many Chinese organic chemistry textbooks classify conjugation into π-π conjugation,p-π conjugation,and hyperconjugation.Based on the IUPAC definitions of these concepts,this paper claims that hyperconjugation is not a type of conjugation,and should not be listed in parallel to π-π and p-π conjugations.We also suggest that the related Chinese textbooks might pay attention to the questions discussed herein,clarify the relations between hyperconjugation and conjugation,and pinpoint their similarities and differences.

Based on historical documents and journal literature,this paper investigates the origin and development of higher education in chemical engineering in northwest China.The Department of Applied Chemistry at National Beiping University was one of the earliest institutions of higher education in chemical engineering in China,and by the mid-1930s,it had become a highly renowned talent training base for chemical engineering in the country.After the full-scale outbreak of the War of Resistance Against Japan,the Department of Applied Chemistry of National Beiping University moved westward to Shaanxi,marking the beginning of higher education in chemical engineering in the northwest China.The conclusion is that the National Xi’an Temporary University,National Northwest United University,and National Northwest Engineering College established during the period of the War of Resistance Against Japan not only survived and developed the chemical engineering higher education of National Beiping University under difficult conditions,but also developed a unique mode of chemical engineering higher education on this basis,making contributions to the cultivation of chemical engineering higher talents and local economic and social progress in the northwest China.