The Virtual Teaching and Research Platform for Basic Engineering Chemistry Courses, established under the Ministry of Education, is a collaborative virtual organization comprising more than 10 universities and nearly 100 educators. Over time, it has expanded its reach to include 18 universities and close to 200 university educators. To facilitate communication, collaboration, and the sharing of resources among universities, and to overcome the limitations and constraints of traditional physical teaching and research sections, this virtual teaching and research platform has adopted a blended approach, combining online and offline methods for teaching and research. Its primary objectives include the collaborative development of high-quality educational resources, conducting research on teaching methods, nurturing a community of educators for professional growth, and promoting a culture of excellence, all aimed at significantly enhancing the teaching abilities of educators.

Strengthening the development of grassroots teaching and research platform and fostering a system of moral cultivation are vital prerequisites for advancing the high-quality development of higher education in China. The virtual teaching and research platform represents an innovative approach within the realm of university-level educational organizations in the era of information technology. It also constitutes an integral component of China's digital development strategy for higher education. This article presents an overview of a year-long pilot project involving the establishment of the virtual teaching and research platform for physical chemistry course in normal colleges. Employing information-driven intelligent teaching methods, we have conducted both online and offline teaching and research endeavors, combining virtual and real-world contexts within classroom instruction. Furthermore, we provide a comprehensive summary of the distinctive activities within our virtual teaching and research platform, which includes the exploration of an international teaching team built around Massive Open Online Courses (MOOCs). Additionally, our unwavering commitment to teacher guidance has led to the expansion of our teaching and research activities for secondary school educators. Drawing from the experience of constructing the physical chemistry course at South China Normal University, we emphasize the collaborative and shared characteristics of VTRS in bolstering grassroots educational organizations in colleges.

In the age of information technology, the establishment of a virtual teaching and research platform represents a crucial endeavor in reshaping educational organizations. It plays a pivotal role in advancing the development of university-level programs and fostering talent through collaborative resource sharing and multi-university cooperation. This article focuses on the utilization of the virtual teaching and research platform within national colleges and universities offering applied chemistry programs. The aim is to build a top-tier undergraduate applied chemistry program on a national scale and to explore the C4H4 spirit, inspired by the motto of South-Central Minzu University, which stands for "Clean Heart, Cautious Habit, Comparative Haecceity, and Clever Hands". This exploration takes shape through various teaching and research methodologies, including seminars, experiential exchanges, demonstration lessons, project initiations, achievement showcases, and teacher training. Leveraging virtual teaching and research platform apps and online platforms, collaborative efforts are made to create and share resources such as teaching cases, virtual simulation projects, question banks, paper collections, knowledge graphs, teaching videos, electronic course materials, and data repositories. These collective endeavors aim to enhance students' professional literacy, foster effective learning habits, and promote the development of professional thought processes and practical skills. The ultimate goal is to cultivate well-rounded and high-caliber innovative talents characterized by strong professionalism, a disciplined learning approach, a sharp professional mindset, and exceptional practical abilities, particularly suited for the needs of various nationalities.

The Virtual Teaching and Research Platform of Chemistry Experiments Course Group has undertaken a series of initiatives aimed at innovating teaching and research methodologies, enhancing the quality of teaching and research, collaboratively constructing educational resources, and conducting faculty training. This paper presents the preliminary results achieved, with a specific focus on elucidating the formats of demonstration teaching activities in the form of live classes, as well as outlining the principles for selecting teaching content.

This study investigates and analyzes the curriculum design, teaching content, and assessment methods of inorganic chemistry courses in seven Russell Group universities in the UK. By highlighting the similarities and differences in course characteristics and teaching methodologies between the two nations, the findings offer insights to inform potential teaching reforms for inorganic chemistry courses in Chinese universities.

This paper presents the objectives and content related to the virtual teaching and research platform for organic chemistry. 36 universities participated in various teaching and research activities, grouped by different levels and specialties. The organizational structure and processes of the virtual teaching and research platform were detailed. We also summarized a series of cross-school teaching and research activities conducted since the inception of the platform. The primary focus was on the construction of teaching resources within the platform. By leveraging the strengths of educators from diverse schools, we advanced the construction of an interconnected, co-built, and shared virtual teaching and research platform for organic chemistry courses, contributing to a novel collaborative approach to teaching and research.

Drawing upon the high-quality resources of the virtual teaching and research platform for organic chemistry, this study delves into the construction of an organic chemistry knowledge graph. Knowledge units and points shape the hierarchical "nodes", while the "relations" between these "nodes" weave a network that intimately integrates the course content. Collaboratively developed teaching resources are embedded into the knowledge graph, offering comprehensive support for talent development and pedagogical activities in organic chemistry.

The project titled "Virtual Teaching and Research Platform for Chemistry (Education) Major Construction in Western Universities of China" was jointly proposed by six leading teaching universities situated in western China. The proposal received endorsement from the Ministry of Education of China on February 15, 2022. This paper succinctly discusses the background, the main contents, and some thoughts behind the proposal.

This paper embarks on a comprehensive exploration and reflection focused on constructing a virtual teaching and research platform for fundamental theoretical courses of chemistry. The proposed approach involves establishing course groups to redefine objectives and requirements, offering insightful suggestions for course content, and actively engaging in curriculum ideological and political construction, as well as textbook development. Through strategic activities and resource sharing, this initiative enhances communication and exchange among course groups, promoting seamless integration between theory and practice, and bridging foundational knowledge with practical applications in teaching content. Additionally, it facilitates teaching and research exchange endeavors, fostering a collaborative system that prioritizes resource sharing, inter-school cooperation, and mutual benefits.

Virtual teaching and research platforms are an important exploration of new grassroots teaching organizations in the "intelligence +" age, and they are an inevitable requirement and important support for promoting high-quality and connotative development of higher education. This paper combines the concept of community with the university teaching and research offices, and constructs the teaching and research platforms based on the theory of Community sense of Chinese nation. This paper studied the theory and practice of the construction of "Virtual Teaching and Research Platform of Applied Chemistry Major in Ethnic Universities" led by South-Central Minzu University. From micro-grasp to macro-control, this teaching and research office played an important role in the grass-roots teaching organization, and promoted the improvement of the quality of talent training in higher education.

This paper aims to demonstrate how to seamlessly integrate ideological and political cases, such as the application of CO₂ supercritical state and its refrigeration effect in making ices and snows for the Beijing Winter Olympic Games, into classroom teaching with using the "flipped classroom" approach. By connecting these cases with the underlying physical and chemical principles behind key concepts and technologies, students can gain a deeper understanding of the crucial role played by physical chemistry in addressing our country's major needs, while also building their confidence in the chemistry discipline. Moreover, this integration enhances their awareness of applying knowledge for serving our nation and promoting green development, fostering their spirit of innovation and exploration. As one of knowledge difficulties and application hotspots in the chapter of single component phase diagram, the supercritical state of CO₂ and its application often appear as knowledge expansions in textbooks, which are hard for students to comprehend. In view of this, we prioritize the explaining of the physical and chemical principles behind the supercritical state and refrigeration technology of CO₂, then seamlessly integrate ideological and political education based on the inherent connections between different knowledge domains. To maximize the effectiveness of ideological and political education, we employ a combination of task-driven independent learning, the flipped classroom model, and after-school extensions. This comprehensive approach empowers students to independently explore ideological and political materials, perform self-guided ideological and political education and achieve the integrated teaching goals of value shaping, knowledge imparting, and ability cultivation.

Fostering virtue through education is one of the fundamental task of education, and curriculum ideology and politics is an important measure for universities to implement this fundamental task. Therefore, it is one of the important projects for teachers to organically integrate ideological and political education into the teaching of college courses. The organic chemistry teaching content contains various ideological and political elements, which is closely related to the development of human society and daily life, and provides a large number of ideological and political education elements for ideological and political education. Taking the teaching of alcohols and phenols as an example, this paper deeply explores the elements of ideological and political education from four aspects: the relationship between the structure and properties of alcohols, the origin of nitroglycerin and Nobel as well as Nobel Prizes, the reaction of alcohol and thionyl chloride, the application of picric acid and related historical events, and organically integrates them into the teaching of organic chemistry. In the process of knowledge imparting, patriotism, the concept of materialist dialectics, the sense of social responsibility, scientific literacy and the concept of green chemistry, and implement the fundamental task of cultivating virtue and cultivating people.

This paper introduces the concept of knowledge graph, and explores its construction and application within the virtual teaching and research platform of the Ministry of Education. The findings presented in this paper have valuable insights for the implementation of knowledge graphs in virtual teaching and research platform.

The virtual teaching and research platform is an innovative exploration of the construction of grassroots teaching organizations in universities under the background of digital education. It plays an important role in promoting professional construction, curriculum construction, and teaching reform research. On the basis of introducing the integrated theory, this article explains the problems of insufficient innovation models, teacher matching, and intelligent resource integration in existing chemical engineering teaching and research rooms. By combining the integrated theory with the characteristics of the teaching and research platform, the expected state of the virtual teaching and research platform under the integrated theory was analyzed. Three ways to achieve virtual teaching and research have been explored, including creating a cross-border research model, constructing advanced guidance, and sharing online resources. The virtual teaching and research platform has improved the teaching ability of teachers and the quality of cultivating application-oriented talents in chemical engineering.

The design of case studies for ideological and political education in courses is one of the important tasks of constructing a virtual teaching and research platform. This paper aims at the Kjeldahl method and carries out a diversified and integrated innovative case design of ideological and political education. Centering on the formation of students' core chemical literacy, the teaching content and links are designed from four modules: subject concept, scientific thinking, exploratory innovation, and attitudes and values, and integrated into the BOPPPS classroom-teaching model. This design effectively enhances the high-level, innovative, and challenging nature of the course, implicitly integrate ideological and political elements into the teaching process. This teaching design achieves the teaching goal of integrating knowledge transmission, ability cultivation, and value leadership.

The incorporation of ideological and political elements into the process of professional teaching is the value orientation and an inevitable trend in the ongoing reform of higher education curricula. Drawing upon the author's extensive experience in teaching university-level chemistry courses and the demands for establishing virtual teaching and research facilities, this article explores and examines the implementation and application of ideological and political education in university chemistry courses from four distinct perspectives: top-level teaching design, course optimization, cultivation of practical abilities, and enhancement of teachers' moral education capabilities. The goal is to offer a fresh perspective for engineering universities in their endeavor to nurture skilled individuals who embody the spirit of the nation in this new era.

Relying on XuetangX, a virtual teaching and research section among local universities is built for basic chemistry courses, and the construction goals and contents are proposed. A hierarchical organizational structure of this virtual teaching and research section is established by means of a "director-branch" mode, and the platform is developed via a pattern of modularization. On-line and off-line teaching resources of courses are collaboratively constructed and shared. Teaching and research activities are organized on a regular basis. Teachers' teaching and researching ability is enhanced through training. The aim is to create and build a shared platform and teaching academic community for the construction of basic chemistry courses at local universities.

This paper puts forward the general idea of building the virtual teaching and research platform of analytical chemistry course. Relying on the virtual teaching and research office of "analytical chemistry course", the teaching and research activities related to curriculum ideological and political construction are widely carried out, "online analytical chemistry course group" is established, cross-school cooperation is made to build the national high-quality "analytical chemistry" teaching resource bank, explore the teachers' teaching and research mode that breaks through time and space constraints and combines "online + offline", and enrich teaching and research activities. To form the co-construction and sharing of high-quality teaching resources, organize and carry out the regular "analytical chemistry course" virtual teaching and research platform teacher training. The aim is to build a platform for co-construction and sharing of analytical chemistry courses for college teachers in central, eastern, western and northeastern regions, and to build a college teaching and academic community of "analytical chemistry course".