Abstract:

Chemistry serves as indispensable basic course for students majoring in agriculture and forestry, with inorganic and analytical chemistry constituting essential components of the chemical curriculum. The quality of instruction in these courses critically influences the overall caliber of chemistry education and further elevates the standards of agricultural and forestry specialization courses. Given the burgeoning body of knowledge in both agricultural and chemical disciplines, alongside ongoing advancements in educational technologies such as digitization and informatization, it is of great significance to adapt and reform the pedagogy of inorganic and analytical chemistry courses. Drawing on an analysis and comparison of current online and offline teaching approaches, as well as identifying existing deficiencies in the curriculum at Zhejiang A & F University, we propose several strategies. These include enhancing curriculum design, promoting interdisciplinary integration between chemistry and specialized courses, addressing student heterogeneity to meet individual learning needs, refining teaching methods, and reinforcing ideological and political dimensions within the course framework. Our findings indicate that these reforms have markedly improved teaching outcomes, as well as students' learning efficiency, problem-solving abilities, and conceptual understanding of chemistry.

Key words: Inorganic and analytical chemistry, Pedagogical reform, Teaching methodology, Teaching design