University Chemistry ›› 2026, Vol. 41 ›› Issue (2): 103-110.doi: 10.12461/PKU.DXHX202503034

• Study and Reform of Chemical Education • Previous Articles     Next Articles

Exploration and Reflection on the Course Construction of Comprehensive Instrumental Analysis Experiments for Graduate Students and the Reform of Precision Teaching

Wei Shao1, Wanqun Hu1, Kaiping Yang1, Weiwei Li1, Qing Sun1, Qiang Zhou1, Si Liu1, Xiang Sheng1, Qingwei Zhang2, Pingping Zhu2, Wanqun Zhang1   

  1. 1 National Demonstration Center for Experimental Chemistry Education (University of Science and Technology of China), Hefei 230026, China;
    2 School of Chemistry and Materials Science, University of Science and Technology of China, Hefei 230026, China
  • Received:2025-03-10 Accepted:2025-04-10 Published:2025-12-27
  • Contact: Wanqun Zhang E-mail:wqz@ustc.edu.cn

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Abstract: This paper discusses the development experience of the graduate-level course Comprehensive Instrumental Analysis Experiment offered by the Chemistry Experimental Teaching Center at the University of Science and Technology of China. In response to the high demand for course enrollment and the limited allocation of teaching resources such as instruments, as well as the diverse future research directions of graduate students, which require various instruments for study, the course team implemented reforms in precision teaching. These reforms have effectively addressed challenges encountered during the teaching process and have played a significant role in enhancing students’ scientific research and innovation capabilities. This paper provides a detailed introduction to the division of teaching modules, the design of various teaching components, as well as attempts and reflections on course assessment and the integration of ideological and political education into the curriculum.

Key words: Graduate student, Instrumental analysis experiment, Experimental skill, Pedagogical reform