Abstract: In the context of advancing digital intelligence technologies, this study preliminarily explores reform strategies for “digital intelligence” in the blended teaching of inorganic chemistry, aiming to address existing challenges. A knowledge graph was constructed, and an AI teaching assistant was implemented, both of which were integrated into the blended curriculum to develop an AI-enhanced teaching model for inorganic chemistry. Using “precipitation dissolution equilibrium” as a case study, we demonstrate how the knowledge graph and AI teaching assistant facilitate intelligent guidance and accompaniment in students’ learning. Additionally, we highlight the role of educators in accurately assessing student learning conditions and optimizing teaching strategies. Results from post-class assessments and course evaluations indicate that this AI-enhanced approach significantly improves students’ motivation to learn.

Key words: Knowledge graph, AI teaching assistant, Inorganic chemistry, Blended teaching, Digital intelligence