Abstract: In undergraduate foundational courses, effectively integrating basic knowledge with cutting-edge scientific research can increase students’ learning enthusiasm and ignite a sense of scientific inquiry. This approach is highly valuable for students’ academic development and aligns with talent cultivation strategic. When teaching the topic of “Precipitation-Dissolution Equilibrium” in the core Inorganic Chemistry course for materials science majors, we implemented methods such as designated literature, guided instruction, group discussions, and student-led presentations. The “Solubility Product Rule” was applied to analyze the precipitation process of “Charge Transfer Co-crystals,” a novel class of organic semiconductor materials, broadening the scope of teaching content and extending its applications. This approach not only deepens students’ understanding of the “Solubility Product Rule” but also introduces them to scientific research practices. Additionally, it strengthens their self-directed learning, English reading, problem-solving, and communication skills.

Key words: Precipitation-dissolution equilibrium, Teaching reform, Precipitation, Teaching optimization