Electrochemical technologies, such as energy storage, electrochemical CO₂ conversion, and hydrogen production through water electrolysis, are crucial for helping our country achieve its dual carbon goals. Additionally, electrochemistry is a core concept in high school and university-level chemistry, including inorganic and physical chemistry. To enhance students’ understanding and application of electrochemical knowledge, we have designed a comprehensive series of electrochemical experiments. These experiments include the assembly of a galvanic cell, copper electroplating on an iron nail, hydrogen evolution corrosion of zinc, and the cathodic protection of an iron nail. They cover key electrochemical principles such as galvanic cells, electrolytic cells, and electrochemical corrosion. Observable phenomena like voltmeter readings, color changes, and bubble formation are used to indicate the reactions. The experiments are designed to be clear, reproducible, and easy to perform, thereby deepening students’ comprehension, enhancing their practical skills, and sparking their interest in chemistry. This series of experiments can serve as demonstration experiments in high school chemistry classes and as part of the laboratory curriculum for first- and second-year undergraduate students in non-chemistry science and engineering majors.

Strengthening moral and aesthetic education in freshmen’s inorganic chemistry laboratory teaching is instrumental in achieving the goals of “Establish morality and cultivate talent” and “Simultaneous development of five educations”. This study aims to uncover ideological and aesthetic education elements within inorganic chemistry laboratory teaching at our university. By integrating innovative teaching methods leveraging information technology, the collaborative effect of curriculum ideology and aesthetic education functions in information-based laboratory teaching is harnessed to realize the goal of talent cultivation through moral education. This exploration provides insights for integrating ideological education into professional practice courses.

In response to biased public perceptions of chemical industries, there is an urgent need to stabilize the learning emotions and cultivate professional dedication among freshmen entering chemistry-related majors at local colleges. Focused on achieving first-class curriculum standards, this study aims to construct curriculum groups that incorporate emotional education and draw on the wisdom and romanticism of Chinese traditional culture. By enriching the implicit values of courses, this approach adds vibrancy and warmth to teaching, ensuring that students at various learning levels and with diverse needs can achieve personal growth.

Inorganic chemistry serves as the foundational course for chemistry majors in university, presenting significant differences from high school chemistry in content, requirements, teaching objectives, and learning methods. Effectively bridging this educational gap is essential. This article analyzes the disconnect in chemistry education between universities and high schools and presents educational reform measures implemented by the inorganic chemistry course group at Sichuan University aimed at enhancing this connection.

Inorganic and analytical chemistry experiments for first-year students play a crucial role in bridging the educational gap between university and high school. Centered on student development and aligned with teaching objectives, the course employs a stereoscopic evaluation system characterized by “multi-dimensional, process-focused, and ability-enhancing” criteria based on evaluation stages and subjects. This system combines formative and summative assessments, effectively guiding freshmen to continuously refine their learning strategies, manage their learning processes, and improve their self-directed learning capabilities. Additionally, it helps students appreciate the significance of scientific values such as exploration, empirical evidence, innovation, and collaboration.

The integration of science and humanities education is imperative for the advancement of science and technology in line with the current societal trends, constituting a gradual process. This integration necessitates collaborative efforts from educators and learners alike, seamlessly incorporated into the entirety of the educational journey. The foundational knowledge acquired during the high school phase under the prevailing educational system is comprehensive and pivotal, serving as a crucial underpinning for specialized studies at the university level. Effectively extracting and extending high school knowledge while fostering chemical insight in basic chemistry education pose significant challenges for educators. Consequently, the teaching paradigm of science-education integration aligns aptly and urgently needs to be applied to the transitional chemistry education at present. Drawing upon years of relevant teaching experience, this paper proposes a comprehensive teaching framework that amalgamates science and education principles with chemistry, charting a novel course for chemistry education with the aim of broadening students’ horizons and guiding them deeper into the realm of chemistry.

The primary goal of education is moral and intellectual cultivation, aiming to nurture well-rounded individuals suited for societal needs at different educational stages. The reforms in the new college entrance examination pose challenges to higher education. Addressing the discontinuity between high school and university education, this study advocates stratified teaching in inorganic and analytical chemistry experiments. By reforming teaching and assessment methods, it enhances the service orientation of higher education and promotes continuous innovation in educational models at schools.

Chemical experiments are fundamental to the formation and advancement of the chemistry discipline and crucial for fostering students’ innovative abilities. Currently, high school education, guided by the requirements of college entrance examinations, emphasizes theoretical teaching while often neglecting practical skills development among students. Addressing this challenge involves effectively integrating and expanding high school knowledge into university-level chemistry experiments through bridging teaching methods. This approach aims to enhance students’ comprehensive chemistry skills and cultivate innovative talents urgently needed in science and technology fields. This study explores effective strategies for bridging high school and university chemistry experiment teaching using real-world scenarios such as Analysis of Celery Elements, Unveiling the Mystery of Warm Patches, and Production of Flower Handmade Soap. By adopting situational teaching methods, we aim to comprehensively develop students’ core competencies in chemistry, laying a solid foundation for nurturing future innovators.

Addressing the challenges of course alignment between universities and high schools, as well as the limitations of traditional teaching methods in analytical chemistry education, this paper proposes a novel teaching model: one goal, one integration, two steps, and six templates. By employing a range of teaching methods—such as pre-class problem orientation, case studies, integration of research outcomes, student video presentations, post-class application discussions, and a comprehensive evaluation mechanism—a new diversified teaching system for analytical chemistry has been established. This approach fosters a strong connection between high school and university curricula, stimulates students’ interest in learning, and significantly enhances teaching effectiveness.

University Chemistry is a compulsory foundational course for undergraduate students in medical fields, playing a crucial role in solidifying their professional knowledge, cultivating scientific thinking, and enhancing overall competencies. However, the instruction of University Chemistry for students from diverse backgrounds faces several challenges, including significant differences in foundational knowledge, weak self-directed learning abilities, the complexity of course content, and a lack of integration with medical applications. This reform adopts a student-centered teaching philosophy, incorporating innovative practices such as classified instruction, streamlined content, and effective use of case studies. It also introduces classroom micro-activities like book clubs, mind map presentations, and homework discussions to enrich the learning experience. Additionally, a dual-teacher model and scientific evaluation methods are implemented to enhance the professional character and engagement of the course. These initiatives contribute to richer scientific nature, professionalism and fun in the curriculum, positively impacting the cultivation of high-quality medical professionals.