Abstract: In addressing the marginalization of the “Noble Gases” chapter in inorganic chemistry education and the persistent reliance on the outdated “inertness” paradigm, this study systematically reorganizes the teaching content by intertwining scientific history and cutting-edge disciplinary advancements as dual frameworks. The restructuring centers on the core themes of “debunking the inertness misconception, integrating non-covalent interaction theory, unifying separation and synthesis methodologies, and emphasizing diverse applications”. The content is structured into five modules: tracing the discovery and natural occurrence of noble gases to their elemental extraction and macroscopic quantum phenomena; elucidating chemical bonding principles through non-covalent interaction theory and systematically introducing compounds via vertical and horizontal comparisons; and culminating in their extensive high-tech and industrial applications. The instructional design prioritizes cultivating students' critical thinking and scientific imagination through landmark scientific cases (e.g., the “Victory of the Third Decimal”, xenon hexafluoroplatinate synthesis, and chemical bond explanations via non-covalent interaction theory), while showcasing disciplinary evolution through theoretical and synthetic breakthroughs. Empirical results demonstrate that this approach significantly elevates the teaching content's “advanced rigor, innovation, and challenge”, transforming knowledge delivery into an integrated framework of “professional competency, skill development, and quality education”. It establishes the noble gases chapter as a critical nexus linking foundational theories with frontier research, bridging chemistry with interdisciplinary fields, and offering a paradigm for inorganic chemistry curriculum reform.

Key words: Noble gas, Content restructure, Advanced nature, Innovativeness, Challenge level