Abstract: In the context of undergraduate education reform driven by the Chemistry “101 Plan”, General Chemistry has reinforced its pivotal role as a fundamental bridge course, being ranked first among the twelve core disciplines. This study focuses on first-year students in non-chemistry majors including medicine, life sciences, and pharmacy, addressing the core challenge of bridging knowledge gaps while fostering competency development. We have established a transitional teaching system for General Chemistry, structured around three key dimensions: knowledge construction, skill transfer, and literacy enhancement. The implemented pedagogical strategies incorporate bridging modules for prerequisite knowledge, casedriven instruction, integration of research achievements, project-based assignments, knowledge mapping, and AI-assisted tutoring. A comprehensive assessment framework has been developed to evaluate learning outcomes. Preliminary implementation has demonstrated significant improvements in teaching effectiveness.

Key words: General Chemistry, Bridging teaching, Chemistry “101 Plan”