In order to cultivate innovative and practical abilities of college students, it is essential to change the status that knowledge and skill are emphasized, but abilities and moral values are undervalued. Therefore, TEP teaching method is applied in analytical chemistry course. TEP method is a blended teaching model of theory, experiment, and practice. The aim is to construct a progressive teaching system by experimental tasks and practical tasks. First, some tasks and questions are put forwarded to encourage the students' initiative and curiosity; then, students actively look for the answers in learning process; after learning theoretical knowledge, the students can perform experimental tasks themselves with the help of laboratory manual and videos; finally, the students must independently carry out challenging practical tasks. In order to achieve the goals of moral education, the content of ideological and political education should be aptly added into all departments of TEP method. Additionally, an appropriate teaching evaluation is made to implement the TEP method effectively.

Analytical chemistry course is a very basic chemistry course with many theories and applications. In order to improve the students' study interests, develop the students' ability to analyze and solve problems, and enhance the interaction between teachers and students, we apply the Rain Classroom teaching mode in the whole teaching process of analytical chemistry course. The results show that the students' learning enthusiasm and exam scores have been highly improved by using Rain Classroom teaching, and thereby greatly promoting the teaching reform development of analytical chemistry course.

In view of the current situation that the number of graduate students and the number of large scientific research instruments have doubled in recent years, taking Xinjiang University as an example, this paper introduces the current situation and reform exploration of modern instrumental analysis experiment course. Suggestions on curriculum reform are put forward, which combines online and offline teaching, and are subject need oriented. It aims to make effective use of new media and give full play to the student-dominated advantages, improve the quality of courses, promote scientific and technological innovation, and provide a powerful reference for the reform of modern instrumental analysis experiment course for graduate students under the new situation.

In the course of structural chemistry, "a particle in a one-dimensional box" is an important content, because it contains many concepts, involves a wide range of knowledge, and is highly comprehensive. Based on the "problem-based learning", a series of problems were designed on solving the Schrödinger equation and the result discussion. Starting from asking the questions, students are guided to organically connect the knowledge points by analyzing and solving problems, and to get an in-depth understanding of the basic principles of quantum mechanics. A good teaching effect has been achieved.

Innovation and entrepreneurship education and higher education fusion is an effective way of improving the quality of education. With the idea of achievement orientation of Engineering Education Certification, this paper studies and integrates on the existing teaching resources, explores and practices the reform of the innovation and entrepreneurship and experimental teaching fusion. The efforts include reconstructing teaching objectives, continuously improving teaching system and teaching evaluation, integrating innovation and entrepreneurship education and scientific research in the teaching process, promoting the achievement of graduation requirements, so as to cultivate innovative and entrepreneurial talents meeting the social needs.

STEM is a type of educational concept based on multi-disciplinary integration of science, technology, engineering and mathematics, which has become a focus of international education research and reform. It aims to cultivate the students' ability of asking, analyzing and solving problems, and stimulate students' spirit of scientific exploration and innovative thinking by merging the multidisciplinary knowledge. In this paper, educational concept of STEM is introduced into the course of analytical chemistry experiment teaching, and a new teaching mode of analytical chemistry experiment course is explored. It is advocated to take students as the center and take real problems as the guide to cultivate students' scientific exploration and practice ability. Students can independently complete a series of analytical chemistry experiment via resorting relevant courses theory, experimental scheme design, experimental process and result analysis. A new teaching mode of analytical chemistry experiment is investigated from three aspects including course content, teaching methods and assessment methods, so as to improve the teaching quality of analytical chemistry experiments and students' learning interest and scientific literacy.

Under the background of "emerging engineering education" construction of chemical engineering discipline, and in order to adapt to the new situation of normalization of epidemic prevention and control, we selected four kinds of graduate courses of chemical technology specialty in Harbin Institute of Technology to carry out online teaching exploration and practice. Through adjusting and updating the knowledge system of chemical engineering courses, and reforming online teaching, after class teaching and assessment, the teaching effects of online courses for postgraduates during the period of epidemic normalization prevention and control were improved. Besides, combined with the teaching exploration and practice, we summarized the key problems of online teaching reform and construction of chemical engineering graduate students of our university under the background of "emerging engineering education" construction.

A new "double-integration" teaching model was used in our spectroscopy course, including the combination of online teaching and offline discussion, literature reading, and spectroscopic elucidation exercises. This teaching model focuses on the cultivation of the core qualities of chemistry and aims at developing students' awareness of scientific research to solve existing problems in traditional teaching methods. Out-of-class discussion was implemented. The primary-level discussion connected online and offline teaching content. The high-level discussion relied on the scientific content and literature research to supplement the teaching content and promote students' awareness of scientific research. Three aspects including out-of-class discussions, discussions on reports and flipped classes ensured the participation of the students. "Double integration" was found to play a practical role in stimulating students learning and changing their modes of thinking, cultivating their data interpretation ability, and improving students awareness of professional quality and scientific research.

In view of the developing trend in the field and course characteristics of instrumental analysis, we analyzed the problems existing in its instruction in recent years. To solve these problems, ideas for reforming the content, teaching mode, examination, and evaluation standards are proposed. By improving and updating the theoretical content of modern instrumental analytical chemistry and promoting quality of teaching, students can master the basics to excel professionally. Simultaneously, ideological and political elements should be integrated into the content to comprehend the educational function of professional courses.

Instrumental analysis, as an important branch of analytical chemistry, plays an important role in chemistry and related disciplines. However, the theories and principles associated with instrumental methods are often difficult to understand, and the supporting instrumental analysis laboratory usually cannot be carried out at the same time. This paper discusses the necessity of integrating the literature research and scientific research into the teaching content to complement the deficiency of instrumental analysis teaching, improve students' interest in learning, and promote the development of instrumental analysis teaching.

Environmental basic chemistry is a compulsory course for environmental science major. Based on the student feedbacks from four grades on the teaching effect of environmental basic chemistry, the problems existing in current course teaching were analyzed. The key points of the teaching reform of environmental basic chemistry course under the background of internet+ were put forward, mainly including strengthening students' dominant position, enriching the classroom teaching forms, intensifying environmental professional-oriented teaching, and building the characteristic professional curriculum system. These will contribute to achieving a new breakthrough in the teaching quality of environmental basic chemistry course.

In order to adapt to the cultivation of innovative talents, preliminary exploration on the teaching reform of instrumental analysis laboratory at the College of Chemistry & Molecular Engineering, Peking University, was introduced, including adopting the learning mode of online and offline combination, conducting real sample test, carrying out small-class teaching, and comparing test results of the same sample. The implementation of these reform measures has significantly improved the course quality and the teaching effect.

We designed and practiced a new teaching and evaluation method in analytical chemistry laboratory teaching. By combing case analysis with flipped classroom, the courses were finished via mixed avenue of online and offline. Before class, teachers selected cases and raised series of questions, while students studied related contents in-teams. In class, students discussed the cases and questions, and teachers checked and made up for deficiencies. After class, students wrote and uploaded their reports, and teachers corrected errors in the reports. The new method evaluated the expressiveness, logical thinking, teamwork, experimental operation and cleanliness of bench and the lab. The practice of the new teaching method helps to improve the performance of students in expressiveness and lab skills, as well as to inspire the passion for leaning and taking challenging tasks. The evaluation method provided feasible criteria for evaluating the ability of students.

The understanding and application of p–π conjugation effect is very important for students of pharmaceutical major to learn the chemical properties of organic compounds, but most students can't understand and apply the knowledge by traditional teaching method. Blended teaching has the advantages of traditional teaching and modern information technology teaching mode. Based on the student-centered modular blended teaching of pharmaceutical organic chemistry, the blended teaching program of p–π conjugate is designed. Firstly, the learning objectives of knowledge, ideology and politics are set. And then the network learning content are designed, including the formation conditions of p–π conjugate system, the connotation of p–π conjugate effect and the application of p–π conjugate effect. Meanwhile, the test problems are posted on the learning platform to examine the learning effect. The classroom discussion is carried out around the knowledge objectives, as well as ideological and political objectives to solve students' problems. In the whole process, learning and teaching feedback should be carried out in time, and then teaching will be adjusted and improved according to students' learning, so as to realize student-centered teaching and enable students to learn effectively, systematically and actively.

This paper introduces the exploration and practice of analytical chemistry experiment teaching mode at University of Science and Technology, China. From the viewpoint of mastering the basic quantitative analysis operation, we aim to improve the students' ability to independently explore the experiment and high-level innovative experiment ability of independent design experiment in analytical chemistry experiments. Inquiry learning method is based on students' problems. In teaching, we use this teaching model to fully mobilize the students' learning enthusiasm. Through the implementation of this teaching model, students continuously improve their ability to find, analyze, and solve problems to achieve the purpose of cultivate students' innovative abilities.

In the "student-centered" educational philosophy, the focus of education has shifted from teachers to students, which has promoted curriculum implementation toward flexibility and diversification. In addition, in this philosophy, more consideration has been given to cultivating students' autonomy and creativity. With the increasingly prominent role of modern science and technology in education, curriculum implementation modes tend to be diversified and multi-channel, allowing the adoption of advanced modes such as independent exploration and discussion teaching. Analytical chemistry education in colleges that offer multiple engineering majors requires diverse and professional knowledge. In the "student-centered" educational philosophy, diversified curriculum implementation models provide various ways for education implementation and evaluation mechanism, enabling students of different engineering majors to understand, learn, and master advanced scientific and technological knowledge. This also allows the realization of student-centered teaching.

Aiming at the current situation about teaching the history of chemistry and the "mobile learning" characteristics of post-2000s generations, the History of Chemistry MOOC was constructed through the cooperation between teachers and students, and thus the e-teaching of this course was carried out. Through the intelligent teaching tools "Superstar learning APP", teacher-student interaction was performed to activate the classroom. Through classroom presentation (sharing) and making small videos that reproduce the historical facts of chemistry, students self-explored a large amount of knowledge about history of chemistry, improved learning ability and cultivated core literacy. Through the combination with live function of Superstar learning APP, students enhanced learning interest. This teaching method provided a reference for self-made online resources for e-teaching.

Based on the platform of "Super Star Learning", and combining various information technologies, this study explores the classroom teaching mode of structural chemistry course. Using information technology, teachers implement teaching plans such as resource sharing, task setting, classroom teaching, online testing, and statistics on learning time and task completion. At the same time, students use information technology to retrieve contents before class, experience the effectiveness and convenience of information technology in class, and discuss and think about problems after class. Furthermore, based on the statistical function of the platform, teachers can analyze and evaluate students' performance and feedback. The investigation has greatly promoted the purpose of the students as the center in class, improves the students' ability to accumulate knowledge and solves problems independently, and provides a reference for training students with innovative consciousness and excellent chemical literacy in normal university.

Organic chemistry laboratory is highly practical, time-consuming, and high-risk. Hence, it is of great significance to formulate a scientific and reasonable evaluation system. The traditional evaluation method, mainly adopting the combination of lab performance and report, has problems such as single evaluation subject, single method, vague standard, single content, etc., which is obviously far from the requirements of new-type talent training. Therefore, the reform and innovation of evaluation methods are in imperative. Firstly, this article systematically sorts out the different evaluation methods of current organic chemistry laboratory, including comprehensive evaluation methods, index evaluation methods, competition mode evaluation methods, diversified evaluation methods and formative evaluation methods. Secondly, this article introduces in detail the evaluation method of the "three stages and five dimensions" of organic chemistry laboratory at Chongqing University of Education. This method makes full use of the three stages before class, during class and after class, and focuses on cultivating "five skills" applied talents who can consult, design, operate, write and manage. Finally, this article sorts out different evaluation methods to provide a reference for the subsequent construction of a more scientific organic chemistry experimental evaluation system, and better serve the cultivation of talents.

To improve the effectiveness of experimental courses, enhance interest, and cultivate scientific exploration, an online teaching platform is used to assist with laboratory teaching of analytical chemistry. This study uses the experiment "Determination of the ascorbic acid content in Vitamin C drinks" as a model to establish an experimental teaching approach that thoroughly integrates online and offline modes, optimize the entire experimental teaching process, record the learning process of the students, and improve the method of evaluation to determine the experimental grade of the student. This model can stimulate students' enthusiasm for experimentation, change the learning experience from passive to active, meet personalized learning needs, and assist in creating a rigorous scientific attitude, safety and environmental awareness, and practical innovation ability among students to nurture innovative talents.

Postgraduate course teaching is the first stage of postgraduate training. This article introduces an experiment "GC & GC-MS Determination of Borneol Composition and Content" for postgraduates in the "Comprehensive Instrumental Analysis Laboratory" course. According to the background of students and teaching goals of postgraduate experiments, a student-centered, goal-oriented teaching mode is adopted. Students are required to adopt five experimental routes to achieve the goal through collaboration in the experimental process. In the experiment, students can exercise the scientific and logical way of thinking and the ability to solve complex problems, which lays a solid foundation for future scientific research.

"Organic Reactions for Drug Synthesis" is characterized by many organic reactions and complex compounds, which are difficult for most students to understand. A teaching method of induction and summarization has been described in this article, named "Reaction Tree". A reaction tree can clearly demonstrate the commonalities and differences of different organic reactions. By depicting a reaction tree with important organic reactions in every chapter, the knowledge structures become systematized and methodized, which helps to enhance its effectiveness in teaching these subjects.

As an enlightenment to the undergraduate academic career and a supplementary to "first class" professional course group textbooks, our scientific thesis writing course has been of great significance to the undergraduate international academic exchange and enrollment rate. This study demonstrates that the time to participate in this course is closely related to the course effect. The earlier participation of undergraduates in this course will not only have a more significant guiding effect on their studies, but also enhance their confidence and initiative in taking part in scientific research and stimulate their enthusiasm for international academic exchanges.

Understanding the various types of chemical structures is a critical task in higher education. However, it is difficult for students to understand these complex chemical structures when traditional teaching methods are used. The main issue lies in the lack of an appropriate visualization method. We developed an interactive visualization instrument for molecular structures (Manta) by combining virtual reality (VR) and molecular dynamics. Manta not only vividly displays microscopic structures, but also allows students to interact with the molecules using real-time manipulation. With the help of high precision real-time simulations and immersive VR technology, Manta shows students the various physical aspects of molecules in a highly detailed manner. The use of this instrument is expected to fully motivate students and act as a key supplement to traditional education methods.

The free radical reaction is a key point and a challenge in the environmental chemistry course. To achieve a good teaching effect, this study uses quantum chemical calculation combined with three-dimensional visualization graphics to demonstrate the single-electron process in free radical reaction by "spin density" index. We optimize and adjust the content and the form of teaching according to the specific status of students and teachers. Firstly, the electronic structure of hydroxyl radical was analyzed by molecular orbital theory, and the concepts of spin density, single electron and semi-filled orbital were clarified. Secondly, the classical free radical reaction was tracked by visualizing the spin density. Finally, a relationship between spin density and electrostatic potential was established to deepen the understanding of environmental free radical processes. Integrating organic chemistry with modern chemical theory endows the environmental free radical reaction with deeper connotation, provides more "handles" for research or operation, improves students' interest in learning, harmonizes the relationship between teachers and students, and achieves the expected teaching objectives.