“课程思政”理念下的元素化学教学设计——以汞元素为例

doi:10.12461/PKU.DXHX202502025

Abstract

Abstract: This article explores the ideological and political elements embedded in the teaching of elemental chemistry, using mercury and its compounds as a case study. By analyzing the advantages and disadvantages of mercury, it aims to foster the development of a correct perspective on elements. Key values such as national cultural confidence, social responsibility, environmental awareness, and ecological civilization are seamlessly integrated into the classroom teaching process. This approach is designed to cultivate students’ innovative thinking, scientific spirit, patriotism, and environmental consciousness. The integration of professional teaching with ideological and political education, as well as the combination of explicit and implicit education, creates a synergistic effect. The objective is to achieve the simultaneous alignment of knowledge dissemination and value guidance.

Key words: Elemental chemistry, Arsenic element, Ideological and political education

Gaihua Li, Donglian Liu, Xiuge Wang, Shuang Liu, Ning Zhang, Xuerui Tian. Teaching Design of Elemental Chemistry under the Concept of “Curriculum Ideology and Politics”: a Case of Mercury[J].University Chemistry, 2026, 41(2): 45-53.

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Teaching Design of Elemental Chemistry under the Concept of “Curriculum Ideology and Politics”: a Case of Mercury

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