In order to implement the achievements of education and teaching reform into curriculum construction, the National Instructional Committee of Chemistry Higher Education organized a comprehensive survey on the curriculum of inorganic chemistry discipline for chemistry majors in China. The designed questionnaires included the course name, class hours, credits, teaching contents and course construction. Some problems in inorganic chemistry teaching are revealed, and after a summarization and analysis of the survey, some suggestions on the setting of inorganic chemistry courses and the optimization of teaching contents are put forward accordingly.

The teaching and studying of chemistry of the elements have always been both the focus and difficulty within inorganic chemistry teaching. In this paper, we briefly introduced the concepts and practices in the teaching of chemistry of the elements, guided by basic chemistry principles, in accordance with the teaching practice of the inorganic chemistry teaching research group of Wuhan University.

Using Se and Au elements as examples, this paper demonstrated the organizational process of the teaching content of chemistry of the elements: from elemental materials to compounds, including textbooks and cutting-edge research, which makes the teaching content and teaching methods of chemistry of the elements more interesting and diverse.

Chemistry of the elements is complicated. It is easy to get started and difficult to master, which has always been a difficult point in teaching. To change the boring classroom and improve the teaching quality, we have summarized three ways to solve the teaching difficulties by years of teaching practice, including "Why to learn-stimulate the internal drive of learning", "What to say-do something and but not everything", and "How to say-make the classroom lively".

With new insights into the course content of "f-zone elements" in general inorganic chemistry, this study explored the reconfiguration of the course design, which includes: i) A new system of teaching the course was reconfigured and improved, and three modules of knowledge, ability, and quality were enriched, thus achieving integration between the modules. ii) The similarities and differences between lanthanides and actinides were objectively handled, and the two series were emphasized to no longer appear identical. Meanwhile, the content integrity of actinides was more focused. iii) The idea of major going with ideology politics within the same direction was strengthened. The educational function of teaching materials was fully displayed, and the contribution of Chinese scientists to the world's scientific progress was highlighted.

According to "the quality and effect of talent cultivation as the fundamental standard to test all work" proposed by the Ministry of Education, the principle and practice to reconstruct the teaching design of "basic inorganic chemistry" is put forward in this work. We try to guide the reconstructing content of each chapter to highlight innovative thinking and scientific research from the professional aspect and thus implement "solid, deep and thick" for knowledge. In terms of capability, we highlight the China's practice, reflect China's national conditions and people's conditions, keep pace with the times, serve the country's needs, and strengthen "learning to put into practice". In terms of quality, we embody "profession and ideology go together", and strengthen the educational function of the curriculum and the value system of the Chinese nation. Overall, we try to pave the way for the formation of the "basic inorganic chemistry syllabus" with Chinese characteristics and the world level.

Inorganic chemistry, as the first required course for freshmen majoring in chemistry, whose relevant theoretical part is too abstract and difficult to teach. This article was based on the perspective of innovative teaching to expound its specific practices from three aspects: problem-driven, interesting teaching, and curriculum ideological education. With original interesting teaching as the highlight, we tried to explore the ideological and political elements in the form of "co-participation of teachers and students". Then we implemented it into classroom teaching, thus forming a relatively complete curriculum teaching system and achieving good results.

Aiming at the problems existing in the scientific research feedback teaching, this paper proposes a three-step scientific research feedback teaching method based on textbooks and tracking the frontier. The application of this method is introduced by taking the content of precipitation formation as an example. Firstly, it introduces the knowledge points in the textbook, the theoretical basis of precipitation generation. Then the application of precipitation method in nanomaterials synthesis is introduced, which is very common in scientific research. Finally, the details of the nucleation process in the synthesis of metal-organic skeleton materials (MOF) are discussed, which involves the frontiers of science. The method has achieved a good teaching effect, and the students' research and innovation ability has been significantly improved.

Inorganic chemistry is a foundation course for undergraduate pharmacy majors. Improving the quality of teaching needed to develop first-class professionals is an urgent problem. This article summarizes the theory and practice of the graded teaching of inorganic chemistry knowledge points in the pharmacy specialty.

Coordination compounds are the core content of inorganic chemistry in pharmacy specialty. How to update the professional, innovative, advanced and challenging teaching contents to meet the needs of cultivation of high-quality pharmaceutical talents is an urgent problem to be solved. In this paper, the way to construct and implement the research case of "coordination compounds" in inorganic chemistry was discussed.

In the teaching of general chemistry, structural chemistry for undergraduates majored in chemistry and quantum chemistry for postgraduates, molecular orbital theory is involved to some extent. Among them, the symmetry of atomic orbitals involved in the combination of molecular orbitals is important, but many students cannot clearly understand it. To solve this problem, we adopt the method of progressive teaching of the molecular orbital theory in different basic courses: during the teaching of general chemistry, it is explained based on the symmetrical elements of atomic orbitals; in the course of structural chemistry, it is interpreted from the perspective of group representation theory; in the quantum chemistry course for graduate students, the molecular orbital coefficients are solved by Roothaan equation for verification by taking H₂S as the example. Thus, students are guided step-by-step to understand the principle of atomic orbital symmetry matching in the combination of molecular orbitals.

The flipped classroom mode is an effective way to promote deep learning and improve the quality of education. We applied the flipped classroom model to the teaching practice and exploration of "basic concepts of coordination compounds". The teaching strategies of hierarchical cases, step-by-step and comprehensive exercises, and the learning strategies of structured learning tasks and metacognitive tasks were designed based on the analysis of teaching content and learning situation. The practice results show that the flipped classroom mode based on deep learning can not only help students master the core concepts, but also guide students to build knowledge systems, transfer knowledge consciously, reflect on learning strategies and methods, and finally improve the ability of deep learning.

New energy materials and devices is a new engineering background major related to national strategic emerging industry. The teaching system and content of inorganic chemistry course are important gripper for achieving the training objective of this major and the national standards of the teaching quality of materials majors for the requirements of chemistry knowledge points. Based on the national teaching quality standards of material majors to the requirements of chemistry knowledge points and the challenges for achieving the professional training goals, the teaching system and content of inorganic chemistry course suitable for new energy materials and devices major are explored through the teaching system reconstruction, the teaching content optimization, and the teaching method innovation practice. Consequently, the students' independent learning ability, problem-solving ability, innovative practical ability, and the professional quality level are significantly promoted.

To effectively integrate the teaching of inorganic chemistry with that of ideology and politics, ideological and political cases were incorporated into various teaching activities, including classroom teaching, topic discussion, and experiments of interest, by focusing on a "student-centric" approach. Through this teaching strategy, students transformed from passively accepting the knowledge and ideas taught by teachers to active self-education and self-growth, thus attaining overall growth and development in terms of professional knowledge, comprehensive ability, and quality.

A student-centered, results-oriented and multi-dimensional teaching practice was fabricated, involving the integration of online and offline, the complementation of in and out of class, and the penetration of ideological and political education. The deep tillage of discussion-led, case edification, task reinforcement and the implementation of the competition is conducted. Ideological elements including scientific thinking and spirit, patriotism, cultural confidence and model demonstration, science development and social responsibility, and innovative thinking and professional identity are manifested in the whole process of blended teaching. Accordingly, knowledge exploration, ability cultivation and value guidance are accomplished.

We tried to restructure on the inorganic chemistry laboratory teaching by adopting the blended teaching mode of combining the test to promote practice with flipped classroom for the major of chemical engineering in our school. And the practical exploration of the first experiment was summarized from the current situation, reform ideas, project setting, specific implementation methods, cognitive levels, evaluation methods, teaching effects and problems. The combination of "test to promote practice" with flip classroom can not only reflect the "input" of teaching, but also ensure the "output" of teaching.

To incorporate course ideology and politics into the practical research field of outcome-based education (OBE), we have constructed and put to practice the OBE teaching of course ideology and politics in inorganic chemistry laboratory by intertwining course ideology and politics with the first laboratory course in the chemistry major at the university. By fully mobilizing students' subjective initiatives when they perform the experiment and including the ideological and political education into the final exam and evaluation, we have truly achieved the purpose and effect of course ideology and politics education. Consequently, the quality of the inorganic chemistry laboratory course has been further enhanced.

By comparing the different characteristics of domestic and international textbooks with the rapid progresses of inorganic chemistry, the gaps and deficiencies are identified. According to the aim of "teaching reform should be transformed into textbooks" put forward by the Ministry of Education, the tentative idea and practice of compiling "Inquiry Teaching Series of Inorganic Chemistry" are proposed. We aim to highlight innovative thinking and scientific research in this exploration, and reflect the strengthening of the educational function of textbooks and the value system of the Chinese nation. "Inquiry Teaching Series of Inorganic Chemistry" should be an important tool for teachers and students.

"Nonstoichiometric compound" is a widely accepted concept in solid-state chemistry and materials chemistry. However, in the literatures, the meaning of this concept is ambiguous. In this paper, based on the composition analyses for selected nonstoichiometric compounds, the relation among the defect, solid solution and the nonstoichiometric compound is built. According to the structure analyses for some examples, the essential difference between Daltonid and Berthollid, and the relation between the Berthollid and its parent compound are clarified. As a result, a comprehensive description for "nonstoichiometric compound" is given. Under certain conditions, crystalline inorganic materials (metals or compounds) may contain lattice defects (mainly vacancies, interstitials, substitutional defects, valence changed cation defects and so on) with high concentrations (quantitatively detectable by routine chemical methods), which can be considered as solid solutions. For the solid solutions with the compositions of their parent compounds at the boundaries of the solid solution ranges, the parent compounds are termed as Daltonids and the solid solutions are termed as "Daltonid solid solutions"; while no parent compounds can be found at the boundaries of the solid solution ranges, the solid solutions are named as Berthollids, their parent compounds (virtual compounds) may be located outside of the solid solution ranges. Since their compositions vary and deviate from the ratio of small natural number, as a broad concept, both Daltonid solid solutions and Berthollids are all considered as "nonstoichiometric compounds". Since real parent compounds do not exist, as a narrow concept, only Berthollids are regarded as "nonstoichiometric compounds".

Copper-based catalysts are a kind of metal catalyst that can efficiently and deeply reduce CO₂ electrochemical reduction (CO₂RR) to multi-carbon hydrocarbons. The selectivity and Faraday efficiency of CO₂ electrochemical reduction largely depended on the structure of the catalyst. We improved the task-typical synthesis experiment of "preparation and content determination of calcium peroxide" from an inorganic chemistry experiment to a comprehensive research experiment, which combined the study of structure and morphology of Cu based catalysts for the application of CO₂RR. This comprehensive research experiment showed that the selectivity of different copper oxide catalysts for CO₂RR was significantly different. At the same time, the improved experiment is helpful to enhance the cultivation of students' core quality of chemistry, and more in line with the development of chemistry in the new era.

The new course design takes the "elements and periodic law" as its main body. The lines are the three development backgrounds of the origin of elements, atomic weight determination, and formation of the periodic table. The two sides are the application of periodic law in materials, geology, mineral flotation, and the distribution of biological elements, hydride, carbide, and superconducting elements in the periodic table. Thus, the entire content constitutes a new logic and structural framework of "one main body, two sides, and three lines" to promote the systematicity and integrity of knowledge. This approach can stimulate students' interest in learning and broaden their knowledge horizon by introducing advanced scientific research results and theories into undergraduate curriculum design. Integrating the history of science, the dedication of scientists, especially the great contribution of Chinese scientists to the progress of world science throughout the entire course can promote the growth of students' scientific and moral quality. Therefore, the students can establish a socialist outlook on the world, values, and life. Accordingly, the integration of "knowledge, ability, and quality" can be implemented.

A smart large unit teaching based on massive open online courses (MOOCs) is constructed through the full use of the functions of online MOOCs and large unit teaching. It integrates the concept of large units into MOOC learning, pre-class testing, and classroom discussion tasks, to help students understand and apply the law of weak electrolytes balance in aqueous solutions. The results of the learning evaluation prove that this kind of smart large-unit teaching can improve learning efficiency and students' willingness to learn, and help improve students' core literacy.

The ionic polarization theory has a wide application in understanding the structural changes and properties of inorganic compounds, and it is an essential supplement to ionic bonds theory. Using a foundation of qualitative and quantitative scales for discussion, including ion polarization force, ion polarizability, ion polarization energy, and polarization degree to characterize the ion polarization degree, this paper focused on the concerns that polarization theory is intensively taught while its application is segmented and unstructured in most inorganic chemistry textbooks. This leads to an abstract and difficult-to-understand theory; the ion configuration is complex and challenging to comprehend, and the regularity is not strong and is difficult to apply. It is proposed that good teaching practices for ion polarization theory comprise the correct understanding of the dialectical unity of polarization and deformation, in-depth comprehension of the universality and particularity of ion polarization and that the case teaching resolves the contradiction between the centralized explanation of the theory and the unstructured application of knowledge points. The teaching of ion polarization theory is optimized, thereby improving the students' system of understanding, comprehensive analysis, and comparative judgment capabilities.

The first-class teaching content is required to achieve the "organic integration of knowledge, ability and quality". The teaching content of "oxygen group elements" should break through the long-standing curing framework and reflect "high-level, innovative and challenging". The reconstruction of teaching content should, on the premise of ensuring the basic knowledge structure, highlight the core content and frontier development of "oxygen group elements", and give prominence to "the same direction of specialty and ideology and politics" to give full play to the educational function of the curriculum and to promote the development of students from the perspective of specialty, ability and quality.

The content of "State of Matter" is not only the connection between the university and the high school curriculum, but also the basic knowledge of basic inorganic chemistry. At the same time, this course content should be advanced, innovative, and challenging. Thus, we believe that the title of this chapter "State of Matter and Crystal Structure of Matter" is conducive to solving these contradictions. The course content is designed into three modules of "state of aggregation of matter", "three states of matter" and "microstructure of crystal".

This paper explores and expands an undergraduate inorganic chemistry problem in depth from the perspective of quantum chemistry. It sheds light on the P₄²⁻ clusters of which the structures and transition states were searched and the Gibbs free energy of the stable configuration was calculated. Meanwhile, we analyzed the clusters and their transition states, calculated the electron localization function (ELF), elaborated the delocalization of the system through basin population and then discussed the characteristics of lone pair aromaticity of the P₄²⁻ clusters in the viewpoint of quantum chemistry.

The calculation of chemical equilibrium in aqueous solution involves solving unary quadratic or multiple equations, which is troublesome. The initial concentration is used to substitute the equilibrium concentration for approximate calculation, however, sometimes, the error is large. In this article, the application conditions of the method of progressive approximation in the calculation of chemical equilibrium of aqueous solution are described, the number of approximations is predicted, and the steps of chemical equilibrium calculation in aqueous solution are put forward. This enables the calculation of chemical equilibrium in aqueous solution, especially in the case of unitary higher-order equations, to achieve the desired accuracy through some simple calculations without using computers, and reduce blindness by predicting approximation times.

In this paper, the rules of thermal decomposition reaction of metallic oxysalts were summarized. The reasons of the rules and the particularity of the thermal decomposition products of some salts were explained through the basic principles of chemical thermodynamics. It was found that the polarization force of metal ions, the polarization force of the central atom of the acidic group, the oxidation property of the acidic group and the number of gas molecules in the product all have effects on the thermal stability of the ionic polarization force.

Hard and soft acid and base (HSAB) theory is the main component of Lewis acid and base theory. The interaction between acid and base relies strongly on empirical rules. In this work, we try to reveal the nature behind those empirical rules using molecular orbital theory, which most chemistry-major students understand. It is found that the chemical bonds between hard acids and hard bases are mainly ionic, while soft acids mainly form covalent bonds with soft bases. It is also illustrated that this method can be conveniently used to solve the structure and reaction problems in inorganic chemistry.

The single crystal structure analyses of the acicular and lamellar potassium dioxalato copper(II) crystals indicated that not only Cu²⁺ but also K⁺ ions coordinate with C₂O₄²⁻ ligands and locate in the inner boundary of the complexes. In addition, H₂O molecules also participate in coordination with Cu²⁺ or K⁺ ions as bridging ligands. So, according to the rules of writing of the chemical formula of the complexes, the chemical formulas of the acicular and lamellar crystal products should be written as [K₂Cu(C₂O₄)₂(H₂O)₄]_n and [K₂Cu(C₂O₄)₂(H₂O)₂]_n and not as K₂[Cu(C₂O₄)₂]∙4H₂O and K₂[Cu(C₂O₄)₂]∙2H₂O. This paper provides a clarification to this long-standing misconception.