Abstract: Based on cognitive psychology theory, this paper explores practical strategies for optimizing classroom teaching to address the multiple cognitive dilemmas faced by students in the teaching of Inorganic and Analytical Chemistry. These strategies include building scaffolding, optimizing knowledge representation, constructing cognitive networks, regulating cognitive load, promoting in-depth knowledge understanding, and problem driven metacognitive development. Practice shows that this strategic system is beneficial for students to overcome their cognitive barriers and boost the transformation from knowledge memorization to skill transfer, providing reference for the teaching reform of basic science courses.

Key words: Cognitive psychology, Chemistry teaching, Cognitive dilemmas, Teaching strategy