The talent training under the background of new agricultural science puts forward higher requirements for the construction of chemistry specialty. This paper analyzes the problems that the chemistry specialty urgently needs to solve in the face of the needs of national agricultural development strategy, studies the core elements to solve the problems, condenses the teaching concept, and designs the 'China Agricultural University Program' for the cultivation of chemical talents with agricultural characteristics. By focusing on improving 'the feeling of knowing and loving agriculture' and 'the ability to strengthen agriculture and revitalize agriculture', the curriculum teaching system and laboratory and practice teaching system have been reconstructed, the new path of strengthening ideological and political education and the construction of knowing agriculture teachers has been explored, and the characteristic innovative leading reserve talents of agricultural and forestry universities have been cultivated.

Since the Ministry of Education launched the "Double 10, 000 Plan", Sichuan Agricultural University takes positive measures to upgrade and reconstruct the chemical biology and applied chemistry majors. Based on the advantages of the "undergraduate-master-doctor" training system, "chemistry" and "biology and biochemistry" disciplines, series of measures focusing on the construction of teaching talents and teaching team, characteristic curriculum system and first-class course, laboratory platform and scientific research team, student training system are explored and the results are summarized in this paper. The chemical biology major at Sichuan Agricultural University has been authorized as a provincial first-class major. The discipline of "chemistry" has ranked among the top 1% of ESI in 2022. This research could serve as a reference for congeneric agricultural university.

To cultivate talents with international competitiveness, the construction of "new agricultural science" is an important measure to revitalize higher agricultural and forestry education in China. Taking the course construction of chemistry major of Northeast Forestry University as an example, this paper discusses the reform and harvest from nine aspects, including course content selection and optimization, teaching design, course ideological and political guidance and demonstration guidance, textbook compilation, teaching evaluation, second classroom, laboratory and practice, integration of industry and education and internationally joint education. This work provides a reference for the course construction of first-class majors in undergraduate agricultural and forestry colleges.

Under the background of new agricultural science education and considering the shortcomings of basic chemistry courses in agricultural colleges and universities, reformation, innovation, and practical activities were implemented through the design of course teaching content, development of teaching resources, mining of ideological and political elements of the course, updating of teaching methods and models, and establishment of evaluation index system. This study is expected to lay the foundation for further improving the impact of teaching and students' comprehensive ability as well as for cultivating new talents in agriculture and forestry.

Inorganic chemistry of Hebei Agricultural University combines the construction background of "new agricultural science" and the talent training mission of agricultural universities. This course constructs a "12345 + N + N + 1" oriented teaching mode through several strategies. In such a teaching mode, inorganic chemistry reconstructs the knowledge systems and the curriculum contents, hierarchically designs the case teaching, builds the "Chaoxing" platform, creates Wechat account of "the Chemistry House", promotes the Ideological and political education in lessons, and practices innovation and entrepreneurship education. On this basis, a brand-new curriculum system has been built to cultivate students' specialized knowledge, innovative thinking ability and industry literacy. A distinctive professional curriculum characteristic has also been realized with the deep integration of knowledge teaching, ability training and value shaping. Moreover, "new agricultural science" has been effectively integrated into the whole process of curriculum teaching. The "12345 + N + N + 1" teaching mode has achieved remarkable results in cultivating new innovative talents, formed a series of experience, and the relevant achievements have played an important supporting role in the first-class chemistry major construction.

Under the background of constructing new agricultural science, reforming the inorganic and analytical chemistry course is urgently required. To cultivate new agricultural and forestal talents with good morality, strong knowledge of the fundamentals and excellent ability, an online and offline blended teaching mode has been constructed. A series of innovative teaching practices are carried out from the aspects of excavating thoroughly teaching elements with characteristics of new agricultural science from textbook, combining agricultural science with chemical science, integrating science research with the professional education, and innovating teaching method. Good teaching results have been achieved and the students' learning ability, speculative ability and innovative practice ability have been improved.

In recent years, the organic chemistry course was facing challenges in advancing emerging agricultural education and in reaching the minimum class enrollment numbers in agricultural universities. Taking Jilin Agricultural University (JLAU) as an example, this study focused on the necessity and feasibility of a tridimensional teaching mode for organic chemistry. The theory exploration and research practice of the tridimensional teaching mode were evaluated in terms of independent study, flipped classrooms, improvement of practical ability, as well as pre- and post-class comprehensive coverages. Thereafter, its progress and impact were summarized. The establishment and implementation of the tridimensional teaching mode improved the teaching quality of the organic chemistry course in JLAU and provided references for the teaching reformation of organic chemistry in other agricultural universities.

This article takes the national first-class course of analytical chemistry in Northeast Forestry University as an example to discuss the course constructing strategies and practices of analytical chemistry. The course reform is based on the requirements of cultivating innovative, compound and applied agricultural and forestry talents in agricultural and forestry colleges and the requirements of the first-class course. A teaching mode of "three-dimensional 4L" is constructed, and the course reform is carried out from the aspects of teaching content, teaching method, teaching means and assessment.

Under the background of the construction of "new agricultural science", this paper explores and constructs a new teaching mode of analytical chemistry in agriculture and forestry, "three integration and three combination" curriculum system. Through the new mode of teaching, it helps students appreciate the charm of the development and application of analytical chemistry in agriculture and forestry, stimulates students' interest in learning, lays a solid theoretical foundation, cultivates students' innovative thinking and ability, cultivates students' feelings of "agriculture, rural areas and farmers" and family and country. It also opens up the channel of integrated education of analytical chemistry and agriculture.

Based on the teaching concept of "student centered, output oriented, continuous improvement" and the "double-center" mode of teacher-led and student-centered under the background of new agricultural science, analytical chemistry Ⅱ has been innovated from four dimensions of teaching content, ideological and political education, teaching design and process assessment to create offline gold course. Practice has proved that curriculum teaching innovation has greatly mobilized students' subjective initiative and achieved "four goals" of cultivating students with knowledge, ability, quality and feelings. It has played a role in comprehensively promoting the construction of new agricultural science and cultivating outstanding talents of agriculture and forestry.

Based on the physical chemistry course construction at China Agricultural University, we need to adhere to the principal position of students. Because of the challenges of curriculum development, it is important to accurately grasp the principles of curriculum construction and take the initiative to reform the teaching methods. To focus on the curriculum content, cutting-edge technology, a national strategy for practice and exploration, is committed to training outstanding agricultural and forestry talents, whose shoulders share the responsibility of comprehending, adoring, strengthening, and developing agriculture.

This study explores the application of retrosynthetic analysis in organic synthesis route design to the teaching of pesticide synthesis. This teaching practice applies the four-step method "observe, separate, transform and arrange" to enable the retrosynthetic analysis of specific pesticides. A feasible synthesis route that can be applied in other similar courses has been found using this method. Results show that this new teaching method can overcome the limitations of traditional teaching methods. It solves the tedious and challenging problems in teaching pesticide synthesis and also cultivates and expands the students' ability to reverse thinking. This new teaching approach significantly improves the methods and techniques of route design in pesticide synthesis, is substantially effective, and requires half the effort. Ten years of exploration and improvement resulted in excellent teaching outcomes. The achievements of this major innovative teaching reform provide a valuable reference for teaching the synthesis route design of other fine chemicals.

As a basic course of applied chemistry, Pesticide Analytical Chemistry is offered in chemistry, applied chemistry, pharmaceutical engineering, plant protection, food science, environmental science and other related majors in agricultural colleges and universities. Under the background of the construction of "new agricultural science", aiming at the teaching status of "emphasizing application over science, emphasizing residues over products, emphasizing technology over management, and emphasizing teaching over education", this paper puts forward measures and suggestions from the aspects of teaching mode, teaching methods, textbook construction, ideological and political education.

Pesticide residue analysis is an interdisciplinary course of chemistry and agriculture in agricultural and forestry universities. The course has strong comprehensiveness, practicality and practicability. The teaching reform of the pesticide residue analysis is imperative under the background of new agricultural science. To face the challenges and problems during the teaching practice of pesticide residue analysis, this paper proposed the reform of teaching methods to improve the quality of classroom teaching. By grasping the connotation of the new agricultural science, the curriculum teaching innovation effectively motivated the students' subjective initiative and improved the practical operation ability. Therefore, the classroom reform is beneficial to cultivating sufficient talents for the promotion of the national policy of "agriculture, rural areas and farmers".

Through the teaching exploration of surfactant chemistry course for pharmacy specialty in our university, it is found that the learning activity of the course can be increased by modularizing the teaching content, and using discussion teaching method (group on-site discussion, classroom ppt mutual evaluation, after-class collection of materials and classroom questioning and exchange). Integrating traditional culture and ideological and political elements into the teaching process can greatly improve the student-centered classroom effect. This teaching reform not only plays the role of college courses as the carrier of Ideological and political education, but also has a certain reference for other chemistry courses.

The construction of "neo-agriculture education" requires to cultivate inter-disciplinary and innovative talents with solid agricultural foundation and high comprehensive quality, which is based on the reform of training system and teaching mode. Therefore, the course of natural products chemistry was reformed according to the requirements of "neo-agriculture education", which was performed in students majoring in agronomy and chemical engineering and pharmacy. First, teaching contents with the trinity system were constructed with the core of "pharmacy education" and the characteristic of "agriculture education", which was further integrated with "engineering education". Secondly, the interactive teaching mode was established through a platform of the rain classroom with "flipped classrooms". Overall, the course reform and practice of natural products chemistry could broaden students' knowledge, enhance their innovation abilities and comprehensive qualities, which could be significantly beneficial to the cultivation of "neo-agriculture students".

Combined with the students' majors, the practice of applying the situational teaching method in the colligative properties of dilute solutions in agricultural general chemistry was discussed. This teaching practice is beneficial for students to improve their interest in learning and the learning effect. There is no unified expression for vapor pressure lowering constant k of the colligative properties of dilute solutions in domestic general chemistry courses. This work made theoretic analysis of the expression of k based on the equation derivation of vapor pressure lowering. The results show that the different expression forms of vapor pressure lowering constant k are due to the unit of the physical quantity. We believe this work can reduce the probability of making mistakes. It also helps students understand and master vapor pressure lowering and other colligative properties of dilute solutions.

Xinjiang plays an important role in China's chemical industry, agriculture, and forestry. As a basic course in many engineering disciplines, chemical engineering principles constitute a vital part of the curriculum. The features of agricultural science and humanities are combined with the chemical engineering discipline to reform chemical engineering principles courses. This reform includes patriotic education concerning Xinjiang, the cultivation of scientific literacy and scientific spirit, and exposure to real chemical industry production cases along with those of agricultural and forestry companies. It improved the teaching quality of chemical engineering principles. Students demonstrated good development trends in competition activities, postgraduate entrance examinations, and employment.

This paper analyzes the teaching tasks of freshmen's chemistry laboratory course under the background of new agricultural science, and considers how to improve the teaching connotation of laboratory course and enhance the high-order thinking of undergraduate freshmen. We aim to understand the dialectical relationship among knowledge, skills, quality and ability, put forward the teaching reform plan focusing on "strengthening the foundation, expanding knowledge, increasing ability and improving quality", and establish a dynamically adjustable "X + 4 + Y" hierarchical freshman chemistry laboratory curriculum system according to the national needs and the overall development situation of the university. We also integrate agricultural elements into the chemistry laboratory course of freshman, establish the relationship between chemistry laboratory and agricultural culture, and enhance the feelings of knowing and loving agriculture. Combined with the learning characteristics and knowledge level of freshmen, with the help of information teaching technology and various means of "leading, guiding, practicing and promoting", a multi-stage laboratory classroom is established to mobilize students' learning initiative, gradually improve the high-level thinking and comprehensive ability of freshmen in many aspects, and better guide students' subsequent college learning.

Taking the national first-class course of basic chemistry laboratory in Shandong Agricultural University as an example, this paper introduces the optimization of laboratory content system for agricultural specialty. Through the reform of curriculum resources, teaching mode and evaluation mechanism by using information technology, the deep integration of information technology and laboratory teaching has been realized, which has laid a solid position for the cultivation of new agricultural talents.

Basic chemistry experiment is one of the important core subjects in agricultural and forestry universities. It plays a significant role in developing students’ professional knowledge and skills, training their practical abilities, improving their scientific literacy and raising the abilities of comprehensive practice. Since 2001, basic chemistry experiment has been carried out at Huazhong Agricultural University for 20 years. Under the new college entrance examination and classified enrollment, we could learn lessons from the laboratory teaching, which is beneficial for improving the teaching and the course quality. Meanwhile, in the new era, it is of the significant importance to strengthen curriculum construction, and this will be conducive to the “double first-class” university project and new agricultural science construction, as well as creative talents training.

Under the background of “new agricultural science”, combing with the common problems existing in the teaching of phytochemical laboratory course in forestry colleges and according to the specialty characteristics of students, the improvement and practice are carried out from the aspects of teaching material construction, teaching content, teaching methods and laboratory construction. This can improve the teaching level and quality, further improve the comprehensive ability of students, and lay the foundation for the cultivation of application-oriented talents.

Under the background that Ministry of Education actively promote the construction of new agricultural sciences and development of interdisciplinary integration, biomass functional materials comprehensive laboratory course has been provided for the functional materials major at College of Basic Science, Tianjin Agricultural University. The course is guided by the development of agro-industrial integration. In order to enhance output and improve students' scientific research literacy, a curriculum system with rich content and strong practicality has been established. This article introduces the establishment process of the curriculum system including the design ideas, training focus, the laboratory class management and curriculum evaluation methods, with which we hope to provide references for other curriculum construction and reforms.

Under the background of new agricultural science, the chemical competition achievements with agricultural characteristics are deeply integrated into laboratory teaching in surface and colloid chemistry. The content design and teaching mode are explored and practiced with integration of the ideological and political elements. The practice forms a virtuous cycle chain of "integration of competition achievements into teaching-encouragement of teaching to competition", and establishes a long-term mechanism for updating laboratory teaching content. It also establishes students' love for agriculture literacy and promotes the training of compound talents with both agricultural knowledge and chemical knowledge.

Based on the cooperation between China Agricultural University and Cornell University, this paper provides a preliminary comparison of the training objectives, teaching contents, teaching methods, and assessment methods of general chemistry courses in agriculture universities in China and the United States. As an example, the authors share the experience of the entire English language teaching in the cooperative education between China Agricultural University and Cornell University. We aim to create an excellent curriculum system of general chemistry in agricultural universities with both Chinese characteristics and an international vision and to provide some reference for the teaching reform of undergraduate general chemistry courses in domestic agricultural and forestry institutions. The purpose is to provide a reference for the teaching reform of undergraduate general chemistry courses in domestic agricultural and forestry colleges and universities.

Facing the challenges of first-class talent training within new agricultural sciences, the curriculum group has steadily promoted specific teaching practices, such as conceptual updates, fine design of the stages, module optimization of teaching contents, high-quality resource support, and comprehensive assessment on the basis of the early practice of "organic chemistry in English" teaching, and identified the need for a new system integrating an optimized feedback mechanism within a new teaching strategy. We have analyzed and improved the curricular contents proposing curriculum innovation prospects from three points of view: (i) helping students build a broad academic perspective by actively absorbing molecular nutrients in science and technology; (ii) improve teachers' knowledge and ability to make use of it in the classroom; (iii) build a three-dimensional curriculum map to further an individualized academic development of students.

General chemistry is a curriculum with philosophical attributes, because it contains abundant moral and ideological education elements. Through the expansion of teaching content, the excavation of moral and ideological education elements and the writing of teaching cases, we can purposefully integrate the moral and ideological education elements into the whole process of curriculum teaching, highlight the teaching function of implicit moral and ideological education, educate undergraduates at any time by doing anything, and gradually realize the teaching objectives of knowledge transfer, ability training and value shaping.

Herein, using chemistry teaching in Xinjiang Agriculture University as an example, we discuss teaching principles that "integrate theory with practice, combine teaching with production" and implement ideological and political education according to regional characteristics and an analysis of students in agricultural colleges in a multi-national area. We propose to implement a teacher-centered ideological and political component in the chemistry course. Using this method and practice, we aim to provide a reference for an educational framework that cultivates talent, imparts knowledge, and instills a love of agriculture with high capability and responsibility.

In the new era, it is one of the important tasks of higher education to carry out ideological and political work throughout the whole process of education and teaching, and curriculum ideology and politics is an important reform initiative to promote ideological and political work in universities. University basic courses contain rich ideological and political education elements, which are of great significance to give a full play to its related educational function. This paper takes organic chemistry as an example to explore the construction strategy of ideological and political education in basic courses, by combining with the professional characteristics and course nature. We analyzed the necessity, feasibility and current situation of the course's construction, and carried out the preliminary construction and practice of ideological and political education. Good results have been achieved and this practice may provide a useful reference for the construction of ideological education of other related basic courses.

The implementation of ideological and political education of the organic chemistry laboratory is based on the course as the carrier. Through excavating educational element, selecting experiment contents, and innovating teaching mode, ideological and political education is integrated into the educational practice activities of the organic chemistry laboratory course. The aim of this paper is to build a new system of "sanquan education" for organic chemistry laboratory course in agricultural and forest Universities, so as to help "new farmer" to become more skilled in agriculture in the new era.

Molding high morals and cultivating talents is the fundamental mission of colleges and universities, and actively promoting the ideological and political construction is an important task to teaching reform under the background of new agricultural science. In the teaching process, we give a full play to the advantages of agri-forestry universities, and organically integrate the professional course of instrumental analysis with ideological and political education. Under the guidance of the standard, this article attempts to explore the high-level, innovative and challenging ideological and political education "Gold Course", and cultivate creative, compound, applied and agri-science-trained and agriculture-loving type talents from approaches such as excavating the ideological and political elements of the course, designing the typical cases of course ideology and politics, evaluating the teaching methods and routes.