Abstract: This study addresses the pedagogical challenges encountered in teaching chemical thermodynamics and kinetics within general chemistry courses, where students frequently face difficulties in comprehending theoretical concepts and applying them practically. We developed an innovative problem-based learning model that systematically integrates three interconnected dimensions: scenario line, knowledge line, and problem line. Using “Carbon Neutrality and CO₂ Conversion Technologies for Emission Reduction” as an overarching theme, we decomposed this complex real-world challenge into a series of logically connected sub-problems. Through authentic contextual cases, progressively structured problem chains, and guided theoretical instruction, students actively engage with fundamental concepts including Gibbs free energy change, chemical equilibrium, reaction rate theory, and catalysis. This approach enables students to methodically evaluate both the thermodynamic feasibility and kinetic viability of CO₂ conversion reactions. Through this process, students autonomously build a comprehensive knowledge framework and solve complex engineering problems while simultaneously fostering innovative thinking and social responsibility.

Key words: The problem chain, The scenario line, The knowledge line, Problem-based learning, Teaching chemical thermodynamics and kinetics