Abstract: To address inconsistent textbooks, the disconnect between mechanisms and transformations, and limited scientific-English proficiency in graduate Advanced Organic Synthesis, the School of Chemistry and Chemical Engineering at Shandong University implemented an innovative teaching framework combining “mechanism-first pedagogy, performance-based assessment, and bilingual instruction”. The first semester half establishes a unified mechanistic framework through “molecular orbital theory and energy analysis”, while the second half applies this framework to synthetic transformations. The core evaluation system, focusing on “thematic presentations” and “critical questioning”, demonstrates a positive correlation between these assessment components, confirming the pedagogical effectiveness of this approach.

Key words: Advanced organic synthesis, Molecular orbitals, Energy analysis, Bilingual instruction, Performance-based assessment