University Chemistry ›› 2026, Vol. 41 ›› Issue (8): 96-102.doi: 10.12461/PKU.DXHX202507090

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

Exploration and practice of diversified teaching methods in organic chemistry from the perspective of secondary-university connection

Siyuan Liu1, Wenyi Qu1, Weitong Zhao1, Ruixin Heng1, Kun Yin1, Quanlin Liao2, Beibei Jiang3, Suhua Fan1   

  1. 1 College of Chemistry and Materials Engineering, Fuyang Normal University, Fuyang 236037, Anhui Province, China;
    2 Affilicated Middle School, Fuyang Normal University, Fuyang 236041, Anhui Province, China;
    3 Bengbu No. 2 Middle School, Bengbu 233000, Anhui Province, China
  • Received:2025-07-21 Accepted:2025-10-27 Published:2026-08-25
  • Contact: Suhua Fan E-mail:fansuhua@fudan.edu.cn

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Abstract: This study conducts a tripartite analysis encompassing students, teachers, and teaching materials to examine how first-year university students learned organic chemistry during high school. It investigates university instructors' perceptions and pedagogical approaches regarding the secondary-university connection, while systematically comparing the knowledge organization and depth differences between secondary-level “Organic Chemistry” and its university counterpart. The research ultimately proposes instructional strategies across three dimensions—conceptual knowledge, practical application, and comprehensive competency development—aiming to facilitate freshmen's adaptation to university-level learning and explore effective organic chemistry learning approaches within this transitional context.

Key words: Organic chemistry, Secondary-university connection, Diversified teaching, Learning methods