Abstract: As a fundamental discipline course for food science programs in agricultural and forestry universities, analytical chemistry faces several pedagogical challenges including inadequate integration of general and specialized knowledge, uneven student preparedness in chemistry fundamentals, and rigid implementation of ideological-political education. To cultivate food science professionals capable of meeting the evolving demands of new quality productive forces in the context of emerging engineering education, this study implemented comprehensive course reforms across teaching content, instructional methods, and evaluation systems. The restructured curriculum emphasizes the integration of general and specialized knowledge, interdisciplinary approaches, and seamless incorporation of ideological-political education. Utilizing blended learning and peer-group strategies, we developed a dual-linkage instructional model consisting of three learning phases: “pre-class preparatory learning with peer supervision, in-class formal learning with peer assistance, and post-class consolidation learning with peer reinforcement.” The implementation of this model, combined with a comprehensive evaluation system incorporating process assessment, goal evaluation, and value-added assessment, has demonstrated significant effectiveness in strengthening students’ chemical foundation and advancing the professional development of food science majors.

Key words: Analytical chemistry, Blended teaching, Peer group, Teaching reform