Abstract: This study employs research-based methods to deeply integrate theoretical knowledge with practical applications, leading to a multi-dimensional reform of the research-based teaching model in the analytical chemistry course for first-year undergraduate students at our university. This approach has been shown to effectively enhance students' active learning capabilities, foster their skills in information processing and problem-solving, and facilitate the transition from surface learning to deep learning. The findings aim to offer insights for implementing research-based teaching strategies for lower-year students with limited systematic knowledge of chemistry and underdeveloped research skills.

Key words: Research-based teaching, Deep learning, Classroom reform