Inorganic chemistry is an important course for chemistry majors, which plays an important supporting role in achieving education goals and graduation requirements. In this paper, taking Xiamen University as an example, the curriculum and teaching content of inorganic chemistry were explored.

At present, the mixed teaching based on MOOCs cannot fully stimulate the students' enthusiasm because of the single feedback approach. Combined with kinds of mobile Apps, a portable multi-feedback mechanism has been constructed to provide feedback for pre-class, during-class, after-class and unit learning, respectively. Based on feedback information, teaching design can be optimized. A discussion classroom can be created to conduct mixed teaching through the full use of various information methods. Feedback guides teaching and teaching provides feedback. This teaching mode can improve students' learning motivation and teachers' teaching quality.

Based on the experience and students' characteristics in teaching inorganic chemistry, this paper takes the electrochemical potential window of water, the development history of coordination chemistry and the determination of aluminum ion concentration as examples to discuss the effects of scientific research, chemistry history and experiments on improving classroom teaching and students' innovative thinking.

Thermal stability of inorganic substances is one of the difficulties in teaching and learning chemistry of the elements. In this paper, representative examples are selected to qualitatively analyze various factors affecting the thermal stability of inorganic substances and then the fundamental factors are summarized from the structural perspective. This learning process can help learners to construct the knowledge for understanding the thermal stability of inorganic substances and establish a relevant cognitive model. By taking "the thermal stability of inorganic substances" as the knowledge carrier, this paper demonstrates the "knowledge construction" learning mode, and provides some valuable references for the classroom teaching reform of chemistry of the elements.

Taking "the structure and properties as well as applications for carbon element" as an example, this paper illustrates the concrete methods in the classroom teaching of elementary chemistry. Based on understanding the structure and properties of carbon element for students, the discussion was executed in classroom, and the attention on new carbon materials will be focused. At the same time, the relationships among the structure, chemical performance and applications for carbon oxides have been discussed in detail, especially, CO₂ reduction by photocatalytic reaction and synthetic fuels from CO by Fischer–Tropsch reaction have been introduced as examples for utilization of carbon oxides. Finally, the present researches on carbon materials and their applications in our college have been introduced and the students have also been encouraged to execute "Students Research Training Program, SRTP" in the carbon materials related institutes, and the classroom knowledge and scientific research have been linked closely.

Teaching and studying of element chemistry is difficult in inorganic chemistry course. In the paper, we take the experiment of iron and copper compounds as cases, and carry out PBL teaching method in the teaching of element chemistry to stimulate students' learning interest and enhance the teaching effect.

Atomic structure theory is an important part, but difficult for teaching chemistry in senior high school and inorganic chemistry in university. It is particularly important to connect the knowledge between senior high school and inorganic chemistry course in university. Taking atomic structure and element periodic table as an example, this paper discusses the connection between knowledge of senior high school chemistry and university chemistry with the contents of the textbooks published by the People's Education Press and inorganic chemistry textbooks published by Beijing Normal University Press. Some suggestions are addressed based on the author's teaching practice to guide the teaching of atomic structure and element periodic table in inorganic chemistry course in universities. It also helps freshmen successfully realize the transition of knowledge and cultivate the abilities of independent thinking and learning.

To address the main issues in the current teaching practice in General Medical Chemistry, this paper focuses on "student-centered" and "outcome-oriented" teaching concepts. Based on the program objectives and requirements, systematic studies and innovative practice from various aspects including the restructuring of curriculum system, amending of teaching contents, and innovating of teaching methods are conducted. The medical knowledge has been extensively integrated in the course contents so as to motivate students' learning initiative and enthusiasm, improve their scientific literacy and development ability. This reform proves to be effective in the cultivation of high-quality leading medical talents.

Based on the characteristics of general chemistry course, we explore the joint point between the professional knowledge and ideological and political elements in the teaching process, and outline the implementation of ideological and political education in terms of allowing the students to develop the historical materialism, patriotism, sense of social responsibility and green development idea. By using the classroom teaching as the major approach, we push forward the important all-round education practice involving all staff in the whole-process, so as to assure implementation of the fundamental task of strengthening moral education and cultivating people in a systematized way.

The ideological and political education is organically integrated into the teaching of "inorganic chemistry and chemical analysis", which can play its values directing well. In order to carry out the ideological and political construction of curriculum, we should adhere to the principle of integrity and innovation. This paper introduces how to integrate the ideological and political education into the course content setting and classroom teaching with the value leading as the starting point, which is conducive to cultivate students' scientific literacy, such as national feelings, international vision, legal awareness, ecological awareness, engineering ethics, humanistic care and so on. It will deeply practice establishing morality and cultivating people, and improve the quality of undergraduate teaching.

In this paper, we have incorporated the chemical wisdom contained in Chinese traditional culture into classroom teaching, and appropriately integrated inorganic chemistry teaching with ideological and political education in class, thus increasing the culture, knowledge and interest of science class. At the same time, it can cultivate students' cultural self-confidence and stimulate students' national pride.

Well-designed teaching plan, wonderful videos about chemical elements, applications in aeronautics and astronautics, chemistry in daily life, Nobel Prize about chemical elements and novel test questions have been applied in the class of element chemistry. These strategies as effective "catalysts" stimulate students' interest in learning chemistry.

The new standard for international SI units was officially implemented this year and the definitions of the SI basic units, such as mole, will be changed to constants. In this paper, the Avogadro's constant and the principle of molar mass are briefly reviewed, and we focus on the concept of Mole's new definition and how to accurately measure Avogadro constant, as well as the development of atomic weight precision measurement, nano-scale precision measurement, materials preparation and characterization technologies. The new definition of Mole will affect every undergraduate of chemistry because it can better reflect the relationship between scientific methods and scientific thinking and chemical knowledge. It can be anticipated that the new definition of Mole will soon have a huge impact on the teaching of inorganic chemistry, analytical chemistry and physical chemistry. This recount is naturally important to improve the scientific thinking and research quality of undergraduates.

In the past two decades, the research on the chemistry of hydrogen has been developed rapidly in both basic research and application fields, especially in hydrogen bonding and hydrogen energy. Hydrogen bonding has become an interdisciplinary subject of chemistry, biology, physics and material science, while hydrogen energy has become one of the most important clean energy, leading to multiple researches on hydrogen production and hydrogen storage materials. Furthermore, the isotopes of hydrogen atoms have not attracted enough attention in university chemistry teaching, which are related to chemistry, radioactivity and energy science. As a result, in this paper, we discuss the updating of the teaching content of hydrogen element in inorganic chemistry teaching in terms of the isotopes of hydrogen, hydrogen bonding and hydrogen energy.

In recent years, a large number of new materials and novel phenomena have been discovered and predicted at high-pressure. In this paper, the effects of high pressure on atomic orbital energy and chemical bonds are discussed based on basic chemical principles. Under high pressure, the energy of atomic orbitals changes, which causes the rearrangement of the electrons, and affects the chemical properties of the elements. In the case of molecules, molecular crystals undergo phase transitions under high pressure, unsaturated compounds undergo self-polymerization, and saturated compounds may be metallized.

For molecules with common geometries, a graphical method of effective overlap between terminal atomic orbitals and the valance-shell orbitals of the central atom was described; the energy adjacencies of these orbitals of the central atom were used to determine which orbitals would participate in orbital hybridization.

Fuzzy representation of chemical concepts is an obstacle for learning, and this prevents students from developing strict logical thought. Inorganic chemistry is one of the basic courses for most of first-year undergraduate students of chemistry and related majors. We dissect four common concepts in inorganic chemistry which are easily confused, point out the reasons for the wrong conclusions and give some teaching suggestions. This article helps teachers for clear presentation of these concepts.

Starting with the definition of oxidation number and the development of its concept, the controversial issues in the teaching of oxidation number were discussed in this paper, and the rule that the positive oxidation number of the element should be less than or equal to the total numbers of valence electrons of the atom was put forward to determine the oxidation number. Additionally, the calculation of oxidation number in the compounds with complex structure and unknown structure has been resolved.

The structural discovery and understanding of atoms are a microcosm of the process of human cognition and a concrete practice of materialistic dialectics and methodology, which contains a wealth of dialectical thought. The "atomic structure" chapter (section) in inorganic chemistry course is a difficult part for the first-year undergraduates to understand. The introduction of philosophical idea into the teaching process of this chapter (section) will not only help them learn and master chemistry, but also help them establish a correct world view and methodology.

In view of the difficult situation for students in the process of learning crystal field theory in inorganic chemistry, one teaching model that combines the scientific content "spin crossover" into the learning activities of classroom teaching has been introduced in order to improve the students' enthusiasm and core literacy in the course. The implementation of this teaching activity will apply the content and knowledge points of crystal field theory to the concept of spin crossover, combine the classroom teaching of teachers and students' independent learning, and carry out the teaching of relevant knowledge and skills, and finally improve the learning efficiency and core literacy of students.

Using mobile internet technology, a smartphone application (app) on chemical reactivity of common heavy metal ions was designed and exercised. The app enables students to access a variety of chemical reactions between heavy metal ions and bases as well as anions commonly used in chemistry laboratory, aiming at facilitating students' ability to summarize and memorize the chemical reaction characteristics of these heavy metal ions. A random quiz is then made to enhance the understanding and using of knowledge. The app can be used for either in-class or laboratory teaching.

According to the characteristics of inorganic chemistry and in view of the current problems in classroom teaching of inorganic chemistry, the computational chemistry assisted teaching model has been introduced in this paper. The implementation of this innovative model is not only helpful for students to understand the difficult knowledge of inorganic chemistry, but also popularize the practical application of computational chemistry, which provides an opportunity for the establishment of the big data platform of chemistry in colleges and universities.

The quantitative calculation of pH of monoacid/monobasic solution is a basic problem for inorganic chemistry teaching. The qualitative description and quantitative calculation of pH are connected by approximation conditions. It is very important for the students to understand these approximation conditions, which will help them solve problems about ionic equilibrium in aqueous solution. However, how to use these approximation conditions correctly in solution of low concentration and weak acids is often difficult. Even in some textbooks, the description of concepts is not accurate and not consistent with the associated courses. Thus, to solve the problems mentioned above, the derivations of the approximation conditions are introduced and examples are analyzed in detail in this paper. The problems of quantitative calculation of pH of monoacid/monobasic solution which should be paid attention to in the course teaching of inorganic chemistry are discussed.