Abstract: Leveraging online teaching resources, this study implemented task-driven learning pedagogy and process-oriented evaluation in organic chemistry instruction. The “Nongdayun” platform facilitated high-quality task implementation by seamlessly integrating pre-class, in-class, and post-class learning activities while enabling real-time updates of formative assessment data. Using “conjugated systems and conjugation effects” as a representative case, we present the instructional design framework of this task-driven approach. This teaching method fostered a student-centered classroom environment that significantly enhanced learners’ engagement and self-directed learning capabilities. Through task-oriented activities, students achieved deeper conceptual understanding by exploring intrinsic relationships between concepts and underlying scientific principles. The task-driven model not only cultivates students’ scientific reasoning abilities but also develops their capacity for multi-perspective problem analysis and solution-finding based on fundamental scientific laws. Beyond knowledge transmission, this approach emphasizes methodological learning, thereby establishing a valuable paradigm for blended learning innovation in higher education organic chemistry courses.

Key words: Organic chemistry, Task-driven learning, Blended teaching, Conjugate system, Conjugate effect