Abstract: Coordination chemistry serves as a fundamental core course in chemistry and related disciplines. However, traditional pedagogical approaches have predominantly focused on classical smallmolecule complexes, lacking adequate exploration of cutting-edge developments in “coordination supramolecular chemistry,” particularly concerning macroporous, high-dimensional, and framework materials. This limitation has resulted in notable deficiencies, including an overemphasis on classical concepts at the expense of frontier research, as well as disproportionate attention to solution-phase systems over solid-state materials, and structural aspects over functional properties. This study employs rapidly advancing functional materials—porphyrin/phthalocyanine-based covalent organic frameworks (COFs)— as pedagogical vehicles to demonstrate their integration into coordination chemistry education. These materials exhibit precisely defined coordination configurations, outstanding optoelectronic characteristics, and porous architectures. Through curriculum restructuring (incorporating topological design and metalligand synergistic effects), stepwise experimental design (spanning metalloporphyrin synthesis to COFs assembly and catalytic evaluation), and research case-driven instruction, we address the disparity between conventional teaching methodologies and contemporary research paradigms. Teaching practice has shown that this approach effectively fosters students' profound interest in coordination field theory, molecular assembly, and functionalization, while substantially enhancing their capacity for scientific innovation and interdisciplinary practical skills.

Key words: Coordination chemistry, Teaching reform, Porphyrin, Phthalocyanine, Covalent organic framework, Research-informed teaching