Abstract: To address the challenges posed by esoteric theories, complex formulas, and student comprehension difficulties in physical chemistry courses, this study implemented a visualization-based teaching reform for chemistry and applied chemistry undergraduates at Jinan University. The reform involved developing visual teaching materials and graphical simulation programs corresponding to core knowledge points, transforming abstract physicochemical processes and formula relationships into intuitive visualizations and interactive simulations. A blended teaching model combining “online resource assistance with offline classroom integration” was established. Practical results demonstrate that this reform effectively enhanced students’ learning motivation and research potential, significantly improved classroom teaching quality and academic performance, and provided a valuable reference case for teaching innovations in theoretical STEM courses.

Key words: Physical chemistry, Visualization-based teaching, Teaching reform, Visualization, Simulation program