Abstract: To address the issues of inadequate alignment with professional contexts and low student engagement in analytical chemistry experiment teaching for pharmacy majors, this study implemented cross-disciplinary teaching reforms using the classic complexometric titration experiment as a case study. Adopting a pedagogical approach that progresses “from everyday applications to professional practice”, we optimized the conventional water hardness determination experiment by designing two interconnected analytical projects with progressive complexity. The first project, “determination of calcium content in bone broth”, employs real-life scenarios to lower cognitive barriers, enabling students to acquire fundamental titration skills while appreciating the practical applications of analytical chemistry in daily life—thereby enhancing learning motivation. Subsequently, the second project, “determination of calcium ion content in calcium gluconate tablets”, challenges students to transfer their acquired analytical techniques to pharmaceutical contexts, emphasizing critical pharmaceutical considerations such as drug quality control standards, interference elimination from excipients, and result interpretation. This sequential experimental design has demonstrated effectiveness in fostering students’ logical reasoning and comprehensive problemsolving abilities.

Key words: Analytical chemistry experiment, Teaching reform, Coordination titration, Pharmacy major, Interdisciplinary teaching, Determination of calcium content