大学化学

上一篇    下一篇

面向本科教学的金属有机化学拓展案例：从汞催化水合到金π-酸活化

成宜修1, 胡巽风1, 黄梓轩1, 刘兴泉1, 郑印2, 资伟伟1   

  1. 1 南开大学化学学院, 元素有机化学全国重点实验室, 天津 300071;
    2 南京林业大学化学工程学院, 江苏 南京 210037
  • 收稿日期:2026-01-22 录用日期:2026-03-09
  • 通讯作者: 郑印, 资伟伟 E-mail:zhengyin@njfu.edu.cn;zi@nankai.edu.cn Yin Zheng, Weiwei Zi
  • 基金资助:
    天津市普通高等学校本科教学质量与教学改革研究计划重点项目(A251005507)

Teaching expansion of organometallic chemistry: from mercury-catalyzed hydration to gold π-acid activation

Yixiu Cheng1, Xunfeng Hu1, Zixuan Huang1, Xingquan Liu1, Yin Zheng2, Weiwei Zi1   

  1. 1 State Key Laboratory of Elemento-Organic Chemistry, College of Chemistry, Nankai University, Tianjin 300071, China;
    2 College of Chemical Engineering, Nanjing Forestry University, Nanjing 210037, Jiangsu Province, China
  • Received:2026-01-22 Accepted:2026-03-09
  • Contact: Yin Zheng, Weiwei Zi E-mail:zhengyin@njfu.edu.cn;zi@nankai.edu.cn

PDF

42

赞

摘要： 金属有机化学的快速发展对本科教学内容的更新提出了迫切要求。本文设计了一个面向高年级本科生或已修完基础有机化学课程学生的教学拓展方案，以本科教材经典但机理常被简化的汞催化炔烃水合反应为起点，通过深入剖析其催化循环，引入“过渡金属π-酸催化”这一前沿概念。进而，以绿色高效的均相金催化为核心范例，系统阐述其通过π-配位活化不饱和键的通用模式、关键反应中间体及其在环化和串联反应中的应用。本方案注重与先行知识的衔接，明确了学习本案例所需的基础，设计了循序渐进的课堂互动环节，旨在帮助学生构建从经典知识到学科前沿的融会贯通的理解框架，培养其从机理出发分析与解决化学问题的科学思维，并为一线教师提供一个结构完整、可直接参考的教学案例。

关键词: 金属有机化学, 本科教学, 教学拓展, π-酸催化, 金催化, 反应机理

Abstract: The rapid advancement of organometallic chemistry necessitates timely updates to undergraduate curricula. This study proposes an extended teaching module designed for advanced undergraduates or students who have completed fundamental organic chemistry courses. Using the mercury-catalyzed alkyne hydration—a textbook classic frequently presented with oversimplified mechanisms—as a foundation, the module thoroughly examines its catalytic cycle to introduce the frontier concept of “transition metal π-acid catalysis”. The curriculum then focuses on environmentally benign and highly efficient homogeneous gold catalysis as a paradigmatic case, systematically elucidating the universal π-coordination activation pattern for unsaturated bonds, critical reactive intermediates, and their applications in cyclization and tandem reactions. The scheme emphasizes seamless integration with prerequisite knowledge, specifies essential learning foundations, and incorporates progressive classroom interactions. Its objectives are threefold: to facilitate students’ comprehensive understanding bridging classical knowledge and cutting-edge research, to develop mechanistic-based analytical skills for solving chemical problems, and to provide educators with a ready-to-implement, structurally complete teaching model.

Key words: Organometallic chemistry, Undergraduate teaching, Teaching expansion, π-Acid catalysis, Gold catalysis, Reaction mechanism