Abstract: In university-level organic chemistry instruction, particularly at mid-tier institutions, students frequently demonstrate deficiencies in designing synthetic routes for organic molecules. Drawing upon classical retrosynthetic analysis methodology and extensive teaching experience, this study presents four pedagogical strategies: identification of characteristic structural features in target molecules, analysis of structural disparities between target molecules and starting materials, mastery of key reaction product characteristics, and cultivation of divergent thinking approaches. These strategies aim to enhance students’ synthetic route design capabilities and knowledge integration skills while stimulating learning engagement, thereby optimizing instructional outcomes in organic chemistry education.

Key words: Organic chemistry, Teaching strategy, Synthetic route, Molecular structure features, Structural differences