Abstract: The Analytical Chemistry course focuses on quantitative analysis, emphasizing the integration of theory and practice, and the unity of knowledge and practice. To cultivate students’ innovative and logical thinking skills, this paper uses the “application of acid-base titration method” as a case study. Starting from microscopic knowledge content, it constructs the logical relationships within the theoretical system. Based on this, the teaching design is developed, focusing on clarifying the knowledge framework, deeply considering logical relationships, and reconstructing course resources. Through a project-based case teaching method, the initiative and innovation of students are stimulated, enhancing the effectiveness of teaching.

Key words: Analytical chemistry, Innovation thinking, Logical thinking, Teaching design