Abstract: Inorganic Chemistry serves as the first foundational course for students majoring in Traditional Chinese Medicine (TCM). To help freshmen quickly adapt to the educational objectives and develop a sense of professional identity in TCM, surveys and analyses were conducted before instruction to assess students’ chemical knowledge foundation, professional interests, perceptions of the field, learning cognition, and career aspirations. Teaching strategies were then developed based on the pain points identified in the survey and the characteristics of TCM. Optimization and integration were implemented in areas such as hierarchical teaching, effective knowledge linking, strengthening self-directed learning, expanding learning channels, enhancing unity and cooperation, instilling a sense of professional mission, and efficient time management. This resulted in the formation of a teaching model characterized by professional relevance, student-centered approach, individualized instruction, multidimensional expansion, emotional engagement, and literacy enhancement, aimed at improving the comprehensive competencies of first-year TCM students.

Key words: Traditional Chinese Medicine major, Inorganic Chemistry Course, Freshman, Teaching Strategy