University Chemistry ›› 2026, Vol. 41 ›› Issue (6): 288-296.doi: 10.12461/PKU.DXHX202503121

• Study and Reform of Chemical Education • Previous Articles    

Exploration and Practice of Innovative Teaching Models in Organic Chemistry within the Emerging Engineering Education Framework

Weijia Wang1, Huachang Jiang1, Ju Zhu1, Liangnian He2,   

  1. 1 College of Biological and Chemical Engineering, Zhejiang University of Science and Technology, Hangzhou 310023, Zhejiang Province, China;
    2 State Key Laboratory of Elemento-Organic Chemistry, College of Chemistry, Nankai University, Tianjin 300071, China
  • Received:2025-03-26 Accepted:2025-06-26 Published:2026-06-18
  • Contact: Liangnian He E-mail:heln@nankai.edu.cn

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Abstract: In the context of emerging engineering education, traditional organic chemistry instruction faces substantial pedagogical challenges. This study proposes and implements five innovative teaching models: 1) differentiated flipped classroom; 2) authentic project-based learning; 3) competition-based learning; 4) modular teaching; and 5) web-assisted instruction. Through detailed case studies, the paper elucidates implementation strategies while emphasizing transformative innovations in organic chemistry pedagogy. The research objectives focus on effectively stimulating student engagement and developing high-quality interdisciplinary professionals capable of addressing complex engineering problems.

Key words: Organic chemistry, Teaching innovation, Flipped classroom, Project-based learning, Competition-based learning