Abstract: In response to the problems of insufficient consideration of social development needs and lack of the support for graduation requirements in setting course objectives and teaching goals, as well as the failure to effectively paly the guidance function of teaching objectives and to develop the integration of teaching, learning, and evaluation closely around goals in universities, the college of chemistry and chemical engineering at Linyi University has boldly reformed. These reformations are based on the demands of chemical industry and the reformation of chemistry education in middle school, as well as the graduation requirements and the characteristics of structural chemistry. Reasonable course objectives and teaching goals have been formulated, the teaching mode of “Teaching-learning-assessment integration” has been constructed, and a rich database of case studies has been generated. Through the deep integration of teaching, learning, and assessment, it has achieved teaching goals and fulfilled course objectives. Better support for graduation requirements and better adaption to the needs of industry development have been achieved, and satisfactory results have been yielded.

Key words: “Teaching-learning-assessment integration”, Outcome orientation, Structural chemistry, Teaching model