Abstract: Electrochemistry is a fundamental discipline that supports strategic national fields such as new energy, new materials, and environmental governance, and it is also a core component of physical chemistry courses. At present, most domestic universities face problems in the electrochemistry content of physical chemistry courses, including weakened systematic structure, insufficient tracing of conceptual origins, and a disconnect between theory and frontiers, making it difficult to meet the training needs of top-notch foundational talents and emerging engineering talents. This paper systematically reviews the development trajectory of electrochemistry education in China, compares differences in the organization of electrochemistry content in domestic and international physical chemistry textbooks, and proposes a new framework for the electrochemistry knowledge system guided by foundational tracing, logical reconstruction, and frontier integration. Taking electrochemical thermodynamics as an example, it provides a classroom teaching design and implementation pathway based on electrochemical potential and starting from the intrinsic nature of single electrodes. Practice shows that this teaching system helps students establish a clear conceptual framework of electrochemistry and understand the physical essence of electrode potential and the Nernst equation, and it can provide a reference for electrochemistry teaching reform in physical chemistry courses at universities.

Key words: Electrochemistry, Physical chemistry, Knowledge framework, Teaching reforms