Abstract: Organometallic chemistry, primarily offered to senior undergraduates, constitutes an essential component of the curriculum for chemistry and chemical engineering majors in higher education. In response to the evolving demands of emerging engineering disciplines and new quality productive forces, the scope of organometallic chemistry has increasingly been integrated into undergraduate instruction in recent years. Aligned with the educational objectives of undergraduate training, this paper proposes a pedagogical framework grounded in situation-based ideological and political education design. It systematically explores and implements course instruction from multiple perspectives, including teaching content, fundamental approaches to guided learning, educational orientation, and the process of instructional implementation. Using the discovery of ferrocene as a contextual backdrop, a teaching example was designed and carried out, yielding favorable educational outcomes. Challenges encountered during the teaching process are also discussed.

Key words: Undergraduate teaching, Organometallic chemistry, Situation-based approach, Research frontiers, Ideological and political education design