Abstract: Traditional chemical laboratory safety education faces numerous challenges. To address these issues, the teaching team of the chemistry laboratory safety course at Central South University for Nationalities has developed a set of effective teaching strategies. These strategies are based on the “trinity” curriculum objectives of “knowledge imparting, skill development, and value formation”. The team employs a “four integrations” teaching model: integration of curriculum content with ideological and political education, deep integration of laboratory safety with professional experiments, integration of foundational knowledge with cutting-edge advancements, and integration of laboratory safety education with scientific research practice. The approach centers on a blended teaching format, combining online and offline methods with case-based teaching, and incorporates pre-class, in-class, and post-class learning strategies. Additionally, a diversified evaluation system is applied to the course assessment. The team’s practices and explorations in course goal setting, content design, teaching mode development, and assessment reform have yielded positive outcomes, providing valuable insights for improving chemical laboratory safety education in higher education institutions.

Key words: Chemical laboratory safety, Teaching strategy, Blended teaching, Diversified evaluation, Curriculum innovation and exploration