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2025 Volume 40 Issue 12
2025, 40(12): 1-2
doi: 10.12461/PKU.DXHX202512073
Abstract:
2025, 40(12): 3-13
doi: 10.12461/PKU.DXHX202508101
Abstract:
Over the past four decades of dedicated cultivation, University Chemistry has borne fruitful outcomes. As both a witness and a driving force in the development of higher chemical education in China, the journal has shouldered the mission of leading teaching reforms and serving frontline educators since its inception. Through forty years of challenges and growth, the journal has evolved through exploration, relying on the collective efforts of generations of editorial board members, authors, and readers. Looking ahead, we remain true to our original aspirations, committed to working diligently to enhance quality, making University Chemistry a trusted mentor and partner for chemistry teachers, and contributing to the advancement of China’s education sector. Here, we pay deep tribute to thefounders and extend our sincerest gratitude to all supporters.
Over the past four decades of dedicated cultivation, University Chemistry has borne fruitful outcomes. As both a witness and a driving force in the development of higher chemical education in China, the journal has shouldered the mission of leading teaching reforms and serving frontline educators since its inception. Through forty years of challenges and growth, the journal has evolved through exploration, relying on the collective efforts of generations of editorial board members, authors, and readers. Looking ahead, we remain true to our original aspirations, committed to working diligently to enhance quality, making University Chemistry a trusted mentor and partner for chemistry teachers, and contributing to the advancement of China’s education sector. Here, we pay deep tribute to thefounders and extend our sincerest gratitude to all supporters.
2025, 40(12): 14-17
doi: 10.12461/PKU.DXHX202510024
Abstract:
As an important academic journal in the field of higher chemical education in China, University Chemistry has always been committed to the mission of disseminating chemical education achievements and promoting the development of disciplinary teaching since its establishment. From 2015 to 2019, while serving as the Vice Dean of Teaching at the College of Chemistry and Molecular Engineering, Peking University, I also took on the role of Editor-in-Chief of University Chemistry, carrying forward the mission inherited from predecessors. During this period, thanks to the solid foundation laid by previous Editors-in-Chief such as Professor Hua Tongwen, Professor Chang Wenbao, and Professor Duan Lianyun, the journal had accumulated profound academic influence and industry recognition in the field of chemical education. To adapt to the development needs of higher chemical education in the new era and further enhance the journal’s communication efficiency and academic vitality, the author, together with the editorial team and members of the editorial board, carried out a series of practical explorations focusing on resource integration, mechanism optimization, and process innovation. This paper systematically sorts out the reform ideas and specific measures during this period, aiming to provide references for the journal’s future development and contribute experience to the construction and innovation of academic journals in Chinese universities.
As an important academic journal in the field of higher chemical education in China, University Chemistry has always been committed to the mission of disseminating chemical education achievements and promoting the development of disciplinary teaching since its establishment. From 2015 to 2019, while serving as the Vice Dean of Teaching at the College of Chemistry and Molecular Engineering, Peking University, I also took on the role of Editor-in-Chief of University Chemistry, carrying forward the mission inherited from predecessors. During this period, thanks to the solid foundation laid by previous Editors-in-Chief such as Professor Hua Tongwen, Professor Chang Wenbao, and Professor Duan Lianyun, the journal had accumulated profound academic influence and industry recognition in the field of chemical education. To adapt to the development needs of higher chemical education in the new era and further enhance the journal’s communication efficiency and academic vitality, the author, together with the editorial team and members of the editorial board, carried out a series of practical explorations focusing on resource integration, mechanism optimization, and process innovation. This paper systematically sorts out the reform ideas and specific measures during this period, aiming to provide references for the journal’s future development and contribute experience to the construction and innovation of academic journals in Chinese universities.
2025, 40(12): 18-22
doi: 10.12461/PKU.DXHX202508100
Abstract:
During his over 70-year educational practice, Mr. Dai Anbang of Nanjing University put forward the “Thought on Comprehensive Chemistry Education”, forming a complete system of educational concepts. This article outlines the essence and core implementation path of Mr. Dai Anbang’s educational thought, and further illustrates the specific practice of Mr. Dai Anbang’s educational thought in the discipline of chemistry at Nanjing University through the reform and innovation of constructing the knowledge system and teaching content, strengthening the experimental teaching, and promoting the general education, etc. It also analyzes the contemporary significance of Mr. Dai Anbang’s educational concept of “realizing the all-round development of people” in terms of orientation of talent cultivation goals, construction of educational systems and content, innovation of educational and teaching methods, improvement of educational evaluation as well as evolution of educational reform directions, and clearly points out that his thought on comprehensive chemical education will continue to have an important influence with the development of the times.
During his over 70-year educational practice, Mr. Dai Anbang of Nanjing University put forward the “Thought on Comprehensive Chemistry Education”, forming a complete system of educational concepts. This article outlines the essence and core implementation path of Mr. Dai Anbang’s educational thought, and further illustrates the specific practice of Mr. Dai Anbang’s educational thought in the discipline of chemistry at Nanjing University through the reform and innovation of constructing the knowledge system and teaching content, strengthening the experimental teaching, and promoting the general education, etc. It also analyzes the contemporary significance of Mr. Dai Anbang’s educational concept of “realizing the all-round development of people” in terms of orientation of talent cultivation goals, construction of educational systems and content, innovation of educational and teaching methods, improvement of educational evaluation as well as evolution of educational reform directions, and clearly points out that his thought on comprehensive chemical education will continue to have an important influence with the development of the times.
2025, 40(12): 23-29
doi: 10.12461/PKU.DXHX202509137
Abstract:
The progress and functional definition of the Instructional Committee of Chemistry Majors (ICCM) were briefly reviewed. Relying on University Chemistry, ICCM promptly released spirits of relevant meetings and guiding documents for the construction of chemistry majors, publishes research results such as comparative studies on chemistry education at home and abroad, professional evaluation and accreditation standards, and results of important research projects carried out by ICCM, and organized the publication of guiding suggestions, experiences and demonstration cases. In order to promote the implementation of relevant national standards and requirements, ICCM organized special issues. All these facts proved that, since its establishment, University Chemistry has become an important platform for ICCM to issue guiding documents, publish meeting spirits, introducing teaching and research achievements, and lead reform and construction of majors and courses.
The progress and functional definition of the Instructional Committee of Chemistry Majors (ICCM) were briefly reviewed. Relying on University Chemistry, ICCM promptly released spirits of relevant meetings and guiding documents for the construction of chemistry majors, publishes research results such as comparative studies on chemistry education at home and abroad, professional evaluation and accreditation standards, and results of important research projects carried out by ICCM, and organized the publication of guiding suggestions, experiences and demonstration cases. In order to promote the implementation of relevant national standards and requirements, ICCM organized special issues. All these facts proved that, since its establishment, University Chemistry has become an important platform for ICCM to issue guiding documents, publish meeting spirits, introducing teaching and research achievements, and lead reform and construction of majors and courses.
2025, 40(12): 30-35
doi: 10.12461/PKU.DXHX202509066
Abstract:
This article recollects several events related to laboratory teaching and reform that I have participated in over the past 27 years as a member of the editorial board of University Chemistry, in commemoration of the 40th anniversary of the journal’s founding.
This article recollects several events related to laboratory teaching and reform that I have participated in over the past 27 years as a member of the editorial board of University Chemistry, in commemoration of the 40th anniversary of the journal’s founding.
2025, 40(12): 36-40
doi: 10.12461/PKU.DXHX202509088
Abstract:
On the occasion of the 40th anniversary of the founding of University Chemistry, the introduction of the process of building golden courses launched by the Ministry of Education is carried out, including famous brand courses, boutique courses, boutique resource sharing courses, boutique video public courses, boutique online open courses, first-class courses, curriculum and political demonstration courses, and the prospect of golden course construction is put forward, such as smart courses and intelligent entity courses.
On the occasion of the 40th anniversary of the founding of University Chemistry, the introduction of the process of building golden courses launched by the Ministry of Education is carried out, including famous brand courses, boutique courses, boutique resource sharing courses, boutique video public courses, boutique online open courses, first-class courses, curriculum and political demonstration courses, and the prospect of golden course construction is put forward, such as smart courses and intelligent entity courses.
2025, 40(12): 41-48
doi: 10.12461/PKU.DXHX202508013
Abstract:
This article is a commemorative paper to mark the 40th anniversary of the founding of University Chemistry. This paper briefly reviews the development of the Applied Chemistry major in China first. And then, through the papers published in University Chemistry during 1990-1999, it sorts out the research progress on the professional attributes, talent cultivation goals, employment orientation, cultivation norms, construction ideas and quality construction of the Applied Chemistry major at that time. Based on the papers published mainly in University Chemistry since 2010, especially since 2017, some new understanding of the attributes, training objectives, and employment orientation of the Applied Chemistry major are clarified, as well as the new progress in the norms and ideas of professional construction. The key points of the current construction of the Applied Chemistry major are also defined. It was clear that University Chemistry has played a leading and booster role during the entire development history of the Applied Chemistry major.
This article is a commemorative paper to mark the 40th anniversary of the founding of University Chemistry. This paper briefly reviews the development of the Applied Chemistry major in China first. And then, through the papers published in University Chemistry during 1990-1999, it sorts out the research progress on the professional attributes, talent cultivation goals, employment orientation, cultivation norms, construction ideas and quality construction of the Applied Chemistry major at that time. Based on the papers published mainly in University Chemistry since 2010, especially since 2017, some new understanding of the attributes, training objectives, and employment orientation of the Applied Chemistry major are clarified, as well as the new progress in the norms and ideas of professional construction. The key points of the current construction of the Applied Chemistry major are also defined. It was clear that University Chemistry has played a leading and booster role during the entire development history of the Applied Chemistry major.
2025, 40(12): 49-55
doi: 10.12461/PKU.DXHX202509022
Abstract:
Taking several papers published by the author in University Chemistry as examples, this article introduced the journal’s role in promoting the construction of the “Polymer Physics” course.
Taking several papers published by the author in University Chemistry as examples, this article introduced the journal’s role in promoting the construction of the “Polymer Physics” course.
2025, 40(12): 56-59
doi: 10.12461/PKU.DXHX202511106
Abstract:
On the occasion of the 40th anniversary of University Chemistry, looking back on my connection with the journal as a reader, author, and editor-in-chief, I am truly honored. This paper focuses on sharing the process of the preparation and publication of the manuscripts with University Chemistry, and aims to enable the readers to get a deeper understanding on the context in writing teaching-oriented articles, and to enhance their comprehension of related topics. The author hope that this sharing may serve as a catalyst for further discussion, and wish our colleagues would pay closer attention to scientific issues, engage in educational research, summarize the findings, and contribute submissions to University Chemistry, and let us work together to promote the development of the journal.
On the occasion of the 40th anniversary of University Chemistry, looking back on my connection with the journal as a reader, author, and editor-in-chief, I am truly honored. This paper focuses on sharing the process of the preparation and publication of the manuscripts with University Chemistry, and aims to enable the readers to get a deeper understanding on the context in writing teaching-oriented articles, and to enhance their comprehension of related topics. The author hope that this sharing may serve as a catalyst for further discussion, and wish our colleagues would pay closer attention to scientific issues, engage in educational research, summarize the findings, and contribute submissions to University Chemistry, and let us work together to promote the development of the journal.
2025, 40(12): 60-63
doi: 10.12461/PKU.DXHX202511107
Abstract:
The author began studying under Professor Hua Tongwen since entering Peking University, later followed her in research, teaching, and textbook compilation, and continued to seek her advice even while serving as Editor-in-Chief of University Chemistry. This article shares the author’s experience with Professor Hua over 40 years. The author has benefited from her ways of doing things: rigorous scholarship, courageous dedication, and approaches to teaching and research. Wish the sharing would promote the development of chemical education in China.
The author began studying under Professor Hua Tongwen since entering Peking University, later followed her in research, teaching, and textbook compilation, and continued to seek her advice even while serving as Editor-in-Chief of University Chemistry. This article shares the author’s experience with Professor Hua over 40 years. The author has benefited from her ways of doing things: rigorous scholarship, courageous dedication, and approaches to teaching and research. Wish the sharing would promote the development of chemical education in China.
2025, 40(12): 64-65
doi: 10.12461/PKU.DXHX202509087
Abstract:
On the occasion of the 40th anniversary of the publication of University Chemistry, the author shares personal insights about their connection to the magazine and many precious memories. Over the past 40 years, University Chemistry has witnessed the development of chemistry education in China, accompanying the growth of generations of chemistry educators. For the author, this magazine has long transcended the significance of an ordinary academic journal, becoming an indispensable mentor and friend on her career and academic path.
On the occasion of the 40th anniversary of the publication of University Chemistry, the author shares personal insights about their connection to the magazine and many precious memories. Over the past 40 years, University Chemistry has witnessed the development of chemistry education in China, accompanying the growth of generations of chemistry educators. For the author, this magazine has long transcended the significance of an ordinary academic journal, becoming an indispensable mentor and friend on her career and academic path.
2025, 40(12): 66-69
doi: 10.12461/PKU.DXHX202511030
Abstract:
This article briefly reviews the historical role and contemporary contributions of chemistry. It explores the mutually supportive and symbiotic relationship between chemistry, physics, biology, and other disciplines. Building on this foundation, the article looks ahead to the future of chemistry, discussing its irreplaceable role in the sustainable development of human civilization. This piece is written to celebrate the 40th anniversary of University Chemistry, a journal dedicated to chemical education and chemistry teaching.
This article briefly reviews the historical role and contemporary contributions of chemistry. It explores the mutually supportive and symbiotic relationship between chemistry, physics, biology, and other disciplines. Building on this foundation, the article looks ahead to the future of chemistry, discussing its irreplaceable role in the sustainable development of human civilization. This piece is written to celebrate the 40th anniversary of University Chemistry, a journal dedicated to chemical education and chemistry teaching.
2025, 40(12): 70-77
doi: 10.12461/PKU.DXHX202511097
Abstract:
The 2025 Nobel Prize in Chemistry was awarded to three notable inorganic chemists—Susumu Kitagawa, Richard Robson, and Omar M. Yaghi—in recognition of their groundbreaking contributions to the establishment of Metal-Organic Frameworks (MOFs). MOFs are crystalline materials constructed by the precise assembly of metal nodes and organic ligands via coordination bonds, resulting in frameworks with exceptionally high specific surface areas, permanent porosity and ability to insert functional groups in a periodic manner. This unique architecture endows them with tremendous potential for applications in gas storage, separation and catalysis. This article reviews the development of MOFs from conceptual inception to material maturity, elucidates their key structural features and underlying synthetic philosophy, and briefly highlights the foundational contributions of Chinese scientists to this field.
The 2025 Nobel Prize in Chemistry was awarded to three notable inorganic chemists—Susumu Kitagawa, Richard Robson, and Omar M. Yaghi—in recognition of their groundbreaking contributions to the establishment of Metal-Organic Frameworks (MOFs). MOFs are crystalline materials constructed by the precise assembly of metal nodes and organic ligands via coordination bonds, resulting in frameworks with exceptionally high specific surface areas, permanent porosity and ability to insert functional groups in a periodic manner. This unique architecture endows them with tremendous potential for applications in gas storage, separation and catalysis. This article reviews the development of MOFs from conceptual inception to material maturity, elucidates their key structural features and underlying synthetic philosophy, and briefly highlights the foundational contributions of Chinese scientists to this field.
Chemical Empowerment for Green Development of Pesticides: From Molecular Design to Field Application
2025, 40(12): 78-86
doi: 10.12461/PKU.DXHX202509052
Abstract:
As a “guardian” of crop health, pesticides play an irreplaceable role in effectively preventing and controlling diseases and pests, reducing crop losses, and ensuring food security and social stability. However, traditional pesticide applications are often associated with low utilization rates and severe environmental pollution. Leveraging its unique methodological and technological advantages, the field of chemistry provides key solutions for the green development of pesticides through critical approaches such as green molecular design, adjuvant-mediated interfacial deposition regulation, construction of intelligent controlled-release delivery systems, and pesticide residue and safety assessment. These technologies respectively aim to reduce the ecological toxicity of pesticides at the source, address the challenge of droplet deposition and retention on leaves, achieve precise on-demand release, and systematically evaluate and manage residue risks, working synergistically to enhance pesticide efficiency and environmental compatibility. In the future, chemistry will further integrate multidisciplinary technologies including artificial intelligence, synthetic biology, and materials science to establish a full-chain green pesticide technology system, offering solid scientific and technical support for advancing agricultural sustainable development and global agricultural green transformation.
As a “guardian” of crop health, pesticides play an irreplaceable role in effectively preventing and controlling diseases and pests, reducing crop losses, and ensuring food security and social stability. However, traditional pesticide applications are often associated with low utilization rates and severe environmental pollution. Leveraging its unique methodological and technological advantages, the field of chemistry provides key solutions for the green development of pesticides through critical approaches such as green molecular design, adjuvant-mediated interfacial deposition regulation, construction of intelligent controlled-release delivery systems, and pesticide residue and safety assessment. These technologies respectively aim to reduce the ecological toxicity of pesticides at the source, address the challenge of droplet deposition and retention on leaves, achieve precise on-demand release, and systematically evaluate and manage residue risks, working synergistically to enhance pesticide efficiency and environmental compatibility. In the future, chemistry will further integrate multidisciplinary technologies including artificial intelligence, synthetic biology, and materials science to establish a full-chain green pesticide technology system, offering solid scientific and technical support for advancing agricultural sustainable development and global agricultural green transformation.
2025, 40(12): 87-94
doi: 10.12461/PKU.DXHX202509112
Abstract:
Achieving high-efficiency spin polarization in magnetic materials is fundamental to quantum information technology. Conventional methods based on the Boltzmann distribution principle have low polarization efficiency and require harsh experimental conditions. This limits their practical application. However, certain systems exhibit spin-selective electron transitions during photochemical and photophysical processes. When combined with optical pumping techniques, these light-driven approaches enable highly efficient spin polarization under relatively mild conditions. This article introduces two types of light-induced spin polarization mechanisms and their representative magnetic molecular systems based on recent research progress.
Achieving high-efficiency spin polarization in magnetic materials is fundamental to quantum information technology. Conventional methods based on the Boltzmann distribution principle have low polarization efficiency and require harsh experimental conditions. This limits their practical application. However, certain systems exhibit spin-selective electron transitions during photochemical and photophysical processes. When combined with optical pumping techniques, these light-driven approaches enable highly efficient spin polarization under relatively mild conditions. This article introduces two types of light-induced spin polarization mechanisms and their representative magnetic molecular systems based on recent research progress.
2025, 40(12): 95-107
doi: 10.12461/PKU.DXHX202509041
Abstract:
This paper examines science education from a fundamental level, discusses the essence of science, understands the spirit and wisdom of science, and analyzes the differences and connections between science and other ways of understanding the world. Furthermore, by analyzing the structure of modern science, it outlines the position of chemistry in the scientific framework and provides suggestions for teaching chemistry in first-year undergraduate students. We need to re-examine the microscopic quantum chemistry part to better serve macroscopic systems; for the macroscopic chemistry section, it is necessary to organize an overall framework that is suitable for the chemistry in the 21st century and is unified with the microscopic quantum chemistry framework, attempting to draw a picture of the unity of micro and macro. The experimental facts of chemistry are rich and accumulated in various data handbooks. For first-year undergraduate students, they should learn how to distinguish experimental data, use the data in the handbooks at an appropriate level, understand that experimental data is not absolute truth, and especially learn to distinguish experimental data from others' interpretations of experimental data.
This paper examines science education from a fundamental level, discusses the essence of science, understands the spirit and wisdom of science, and analyzes the differences and connections between science and other ways of understanding the world. Furthermore, by analyzing the structure of modern science, it outlines the position of chemistry in the scientific framework and provides suggestions for teaching chemistry in first-year undergraduate students. We need to re-examine the microscopic quantum chemistry part to better serve macroscopic systems; for the macroscopic chemistry section, it is necessary to organize an overall framework that is suitable for the chemistry in the 21st century and is unified with the microscopic quantum chemistry framework, attempting to draw a picture of the unity of micro and macro. The experimental facts of chemistry are rich and accumulated in various data handbooks. For first-year undergraduate students, they should learn how to distinguish experimental data, use the data in the handbooks at an appropriate level, understand that experimental data is not absolute truth, and especially learn to distinguish experimental data from others' interpretations of experimental data.
2025, 40(12): 108-111
doi: 10.12461/PKU.DXHX202508017
Abstract:
Driven by both the technological revolution and industrial transformation, the traditional education model of chemistry faces challenges. The integration of interdisciplinary approaches and the application of AI technologies have spurred new demands for educational reform. For educational reform, China’s chemistry talent development is evolving from cultivating service-support professionals to fostering top-notch innovative talents. This transformation requires: 1) Interdisciplinary integration as the engine—restructuring curriculum systems, building practical platforms, and establishing cross-disciplinary teams to dismantle academic barriers; 2) AI empowerment as the lever—promoting the “AI + Chemistry” educational ecosystem under a global strategic vision to achieve paradigm shifts in the discipline; 3) Industry-education fusion as the bridge—enhancing collaborative talent development, refining practical training systems, developing dual-qualification faculty, and innovating evaluation mechanisms to integrate educational and industrial chains. These three strategies synergize to advance systemic reform in chemistry education. By cultivating future-ready innovative talents, they will strengthen China’s global competitiveness in the chemical sciences.
Driven by both the technological revolution and industrial transformation, the traditional education model of chemistry faces challenges. The integration of interdisciplinary approaches and the application of AI technologies have spurred new demands for educational reform. For educational reform, China’s chemistry talent development is evolving from cultivating service-support professionals to fostering top-notch innovative talents. This transformation requires: 1) Interdisciplinary integration as the engine—restructuring curriculum systems, building practical platforms, and establishing cross-disciplinary teams to dismantle academic barriers; 2) AI empowerment as the lever—promoting the “AI + Chemistry” educational ecosystem under a global strategic vision to achieve paradigm shifts in the discipline; 3) Industry-education fusion as the bridge—enhancing collaborative talent development, refining practical training systems, developing dual-qualification faculty, and innovating evaluation mechanisms to integrate educational and industrial chains. These three strategies synergize to advance systemic reform in chemistry education. By cultivating future-ready innovative talents, they will strengthen China’s global competitiveness in the chemical sciences.
2025, 40(12): 112-118
doi: 10.12461/PKU.DXHX202511035
Abstract:
Artificial intelligence (AI) is rapidly transforming scientific research with unprecedented speed and scale. Chemistry, as a central science bridging fundamental principles and practical applications, is at the core of this transformation. This paper reviews how AI is reshaping frontier research in chemistry and chemical engineering, including intelligent molecular design and autonomous synthesis. It also discusses the role of AI in training undergraduate students in intelligent chemical engineering and examines how AI is driving innovations in chemistry education. Finally, we outline future trends and highlight the challenges that the field may face.
Artificial intelligence (AI) is rapidly transforming scientific research with unprecedented speed and scale. Chemistry, as a central science bridging fundamental principles and practical applications, is at the core of this transformation. This paper reviews how AI is reshaping frontier research in chemistry and chemical engineering, including intelligent molecular design and autonomous synthesis. It also discusses the role of AI in training undergraduate students in intelligent chemical engineering and examines how AI is driving innovations in chemistry education. Finally, we outline future trends and highlight the challenges that the field may face.
2025, 40(12): 119-125
doi: 10.12461/PKU.DXHX202509003
Abstract:
The rapid advancement of artificial intelligence (AI) and automation has transformed the way chemistry is researched. Data-driven scientific research, also known as the “fourth paradigm”, is now being applied to reaction prediction, chemical synthesis and analytical chemistry. Digital simulations, high-throughput virtual screening and AI-assisted analysis, along with automated laboratories, reduce both time and economic costs while significantly improving efficiency. This shift elevates chemists from “chemical laborer” to “innovative leaders”. This article examines the application of the fourth paradigm in chemistry, using examples from reaction prediction, synthesis and analytical chemistry. It discusses the evolving roles and responsibilities of chemists within this framework and explores the challenges of chemical education, including AI-integrated teaching reforms and the training of future chemists.
The rapid advancement of artificial intelligence (AI) and automation has transformed the way chemistry is researched. Data-driven scientific research, also known as the “fourth paradigm”, is now being applied to reaction prediction, chemical synthesis and analytical chemistry. Digital simulations, high-throughput virtual screening and AI-assisted analysis, along with automated laboratories, reduce both time and economic costs while significantly improving efficiency. This shift elevates chemists from “chemical laborer” to “innovative leaders”. This article examines the application of the fourth paradigm in chemistry, using examples from reaction prediction, synthesis and analytical chemistry. It discusses the evolving roles and responsibilities of chemists within this framework and explores the challenges of chemical education, including AI-integrated teaching reforms and the training of future chemists.
2025, 40(12): 126-130
doi: 10.12461/PKU.DXHX202510025
Abstract:
The disconnection between secondary and university chemistry education is a core bottleneck restricting the early cultivation of top-tier talents in chemistry. Based on the laws of chemistry education and the development needs of students, the College of Chemistry and Molecular Engineering, Peking University, takes “respecting the diversity of students’ development and constructing a progressive path for ability cultivation” as its core concept, and centers on the three-dimensional connection goals of “knowledge-ability-cognition” to build a relatively complete practical system for secondary-university chemistry education connection. With activities such as summer courses, seminar camps, experimental camps, and corporate study tours as carriers, this system has realized an educational closed loop covering interest guidance, foundation consolidation, ability advancement, and disciplinary cognition. Meanwhile, it provides middle school teachers with guidance on teaching methods and knowledge connection, helping them become a key link in connecting the two educational stages. This practical system offers a referable paradigm for breaking the barrier between secondary and university chemistry education and cultivating top-tier talents in basic disciplines.
The disconnection between secondary and university chemistry education is a core bottleneck restricting the early cultivation of top-tier talents in chemistry. Based on the laws of chemistry education and the development needs of students, the College of Chemistry and Molecular Engineering, Peking University, takes “respecting the diversity of students’ development and constructing a progressive path for ability cultivation” as its core concept, and centers on the three-dimensional connection goals of “knowledge-ability-cognition” to build a relatively complete practical system for secondary-university chemistry education connection. With activities such as summer courses, seminar camps, experimental camps, and corporate study tours as carriers, this system has realized an educational closed loop covering interest guidance, foundation consolidation, ability advancement, and disciplinary cognition. Meanwhile, it provides middle school teachers with guidance on teaching methods and knowledge connection, helping them become a key link in connecting the two educational stages. This practical system offers a referable paradigm for breaking the barrier between secondary and university chemistry education and cultivating top-tier talents in basic disciplines.
2025, 40(12): 131-136
doi: 10.12461/PKU.DXHX202508031
Abstract:
Modern chemistry research increasingly shifts from qualitative descriptions of macroscopic phenomena to quantitative analysis of microscopic mechanisms, heightening the need for interdisciplinary chemists and underscoring the importance of fundamental physics. However, traditional physics courses are often disconnected from chemistry curricula, leading to poor student motivation and weak application skills. This study thus targets teaching content, methods, and assessment systems. By integrating modern pedagogies and breaking disciplinary barriers, it aims to build a new physics teaching framework centered on “research-driven learning, technology empowerment, and interdisciplinary integration”. This reform offers replicable experience for foundational science courses and cultivates research-oriented talent with innovative thinking and cross-disciplinary capabilities.
Modern chemistry research increasingly shifts from qualitative descriptions of macroscopic phenomena to quantitative analysis of microscopic mechanisms, heightening the need for interdisciplinary chemists and underscoring the importance of fundamental physics. However, traditional physics courses are often disconnected from chemistry curricula, leading to poor student motivation and weak application skills. This study thus targets teaching content, methods, and assessment systems. By integrating modern pedagogies and breaking disciplinary barriers, it aims to build a new physics teaching framework centered on “research-driven learning, technology empowerment, and interdisciplinary integration”. This reform offers replicable experience for foundational science courses and cultivates research-oriented talent with innovative thinking and cross-disciplinary capabilities.
2025, 40(12): 137-141
doi: 10.3866/PKU.DXHX202509004
Abstract:
The convergence of chemistry and life sciences has become a pivotal driver for groundbreaking advancements in biomedicine, particularly in this era of interdisciplinary integration. This study presents an in-depth analysis of innovative models and practical pathways for cultivating interdisciplinary talents, with Nanjing University’s Chemistry and Biomedicine Innovation Center (ChemBIC) and its interdisciplinary research platforms as exemplary cases. The paper meticulously examines the evolutionary trajectory of chemical biology, current research frontiers, and faculty development strategies, highlighting Nanjing University’s distinctive multidisciplinary approaches in areas such as tumor immunology, molecular diagnostics, and AI-driven drug discovery. Through comparative analysis of various educational models adopted by leading Chinese universities, including cross-disciplinary mentorship and laboratory rotation systems, this research demonstrates the remarkable achievements and global competitiveness of China’s interdisciplinary talent cultivation. The findings provide valuable insights for fostering versatile professionals with interdisciplinary competencies at research-intensive institutions worldwide.
The convergence of chemistry and life sciences has become a pivotal driver for groundbreaking advancements in biomedicine, particularly in this era of interdisciplinary integration. This study presents an in-depth analysis of innovative models and practical pathways for cultivating interdisciplinary talents, with Nanjing University’s Chemistry and Biomedicine Innovation Center (ChemBIC) and its interdisciplinary research platforms as exemplary cases. The paper meticulously examines the evolutionary trajectory of chemical biology, current research frontiers, and faculty development strategies, highlighting Nanjing University’s distinctive multidisciplinary approaches in areas such as tumor immunology, molecular diagnostics, and AI-driven drug discovery. Through comparative analysis of various educational models adopted by leading Chinese universities, including cross-disciplinary mentorship and laboratory rotation systems, this research demonstrates the remarkable achievements and global competitiveness of China’s interdisciplinary talent cultivation. The findings provide valuable insights for fostering versatile professionals with interdisciplinary competencies at research-intensive institutions worldwide.
2025, 40(12): 142-146
doi: 10.12461/PKU.DXHX202509031
Abstract:
The Molecular Science and Engineering major is a science engineering composite talent training specialty jointly established by the College of Chemistry at Nankai University and the College of Chemical Engineering at Tianjin University. Since its official enrollment in 2003, the major has undergone 20 years of construction and development with more than 1000 graduates combining a broad and profound foundation in chemistry and chemical engineering. In 2020, Molecular Science and Engineering has been selected as the national first-class specialty construction site, becoming the professional benchmark for the cultivation of interdisciplinary talents. In order to meet the strategic and development needs of “promoting school enterprise cooperation and cultivating outstanding talents” in the new era, Molecular Science and Engineering further deepens undergraduate teaching reform and talent cultivation above science engineering composite talents. It combines basic science, applied science, practical production, and international advanced enterprise models, exploring the international composite talent cultivation mode of science engineering enterprises, to establish a “fully first-class” talent cultivation system that combines patriotism, solid professional foundation, excellent innovation ability, and international research and development experience.
The Molecular Science and Engineering major is a science engineering composite talent training specialty jointly established by the College of Chemistry at Nankai University and the College of Chemical Engineering at Tianjin University. Since its official enrollment in 2003, the major has undergone 20 years of construction and development with more than 1000 graduates combining a broad and profound foundation in chemistry and chemical engineering. In 2020, Molecular Science and Engineering has been selected as the national first-class specialty construction site, becoming the professional benchmark for the cultivation of interdisciplinary talents. In order to meet the strategic and development needs of “promoting school enterprise cooperation and cultivating outstanding talents” in the new era, Molecular Science and Engineering further deepens undergraduate teaching reform and talent cultivation above science engineering composite talents. It combines basic science, applied science, practical production, and international advanced enterprise models, exploring the international composite talent cultivation mode of science engineering enterprises, to establish a “fully first-class” talent cultivation system that combines patriotism, solid professional foundation, excellent innovation ability, and international research and development experience.
2025, 40(12): 147-156
doi: 10.12461/PKU.DXHX202510089
Abstract:
Under the “Four New Initiatives” in higher education, chemistry courses for non-chemistry majors often face challenges, such as a disconnect between foundational knowledge and specialized skills, a gap between theory and practice, and insufficient innovation and application. To address these issues, the School of Chemistry at Jilin University has developed a new curriculum system centered on the diverse needs of non-chemistry majors. This system focuses on three dimensions—teaching management, instructional methods, and faculty development—and promotes integration in five areas: teaching content and methods, disciplinary and professional competencies, practical innovation, in-class and extracurricular activities, and a diversified evaluation system. Through this approach, the “Chemistry + Four New Initiatives” integrated curriculum strengthens the connection between general chemistry education and professional training. Practice has shown that this model offers a practical solution for chemistry teaching in non-chemistry majors. It transforms foundational chemistry courses from a general education supplement into a key hub supporting the “Four New Initiatives”, providing a replicable and scalable example for basic course reform across diverse academic fields.
Under the “Four New Initiatives” in higher education, chemistry courses for non-chemistry majors often face challenges, such as a disconnect between foundational knowledge and specialized skills, a gap between theory and practice, and insufficient innovation and application. To address these issues, the School of Chemistry at Jilin University has developed a new curriculum system centered on the diverse needs of non-chemistry majors. This system focuses on three dimensions—teaching management, instructional methods, and faculty development—and promotes integration in five areas: teaching content and methods, disciplinary and professional competencies, practical innovation, in-class and extracurricular activities, and a diversified evaluation system. Through this approach, the “Chemistry + Four New Initiatives” integrated curriculum strengthens the connection between general chemistry education and professional training. Practice has shown that this model offers a practical solution for chemistry teaching in non-chemistry majors. It transforms foundational chemistry courses from a general education supplement into a key hub supporting the “Four New Initiatives”, providing a replicable and scalable example for basic course reform across diverse academic fields.
2025, 40(12): 157-162
doi: 10.12461/PKU.DXHX202509064
Abstract:
Innovative talents are the primary resource for developing new quality productive forces. In response to the national demand for innovative talents, the School of Chemistry and Pharmaceutical Sciences at Guangxi Normal University has implemented reforms addressing issues in practical teaching resources, teaching processes, and evaluation mechanisms. The college has explored and established a “Triple-Driven, Four-Chain Integration, and Unified Evaluation” practical teaching system. This system drives the development of high-quality teaching resources through “platform driving, faculty guidance, and curriculum support”, utilizes technological innovation to deeply integrate the teaching processes of “experimental chain, competition chain, research chain, and practice chain”, and constructs a unified practical teaching quality evaluation mechanism for “experiments, competitions, research, and practice”. As a result, students’ innovative practical abilities, interdisciplinary skills, and overall competencies are significantly enhanced. The reform has achieved positive results and holds value for demonstration and promotion.
Innovative talents are the primary resource for developing new quality productive forces. In response to the national demand for innovative talents, the School of Chemistry and Pharmaceutical Sciences at Guangxi Normal University has implemented reforms addressing issues in practical teaching resources, teaching processes, and evaluation mechanisms. The college has explored and established a “Triple-Driven, Four-Chain Integration, and Unified Evaluation” practical teaching system. This system drives the development of high-quality teaching resources through “platform driving, faculty guidance, and curriculum support”, utilizes technological innovation to deeply integrate the teaching processes of “experimental chain, competition chain, research chain, and practice chain”, and constructs a unified practical teaching quality evaluation mechanism for “experiments, competitions, research, and practice”. As a result, students’ innovative practical abilities, interdisciplinary skills, and overall competencies are significantly enhanced. The reform has achieved positive results and holds value for demonstration and promotion.
2025, 40(12): 163-167
doi: 10.12461/PKU.DXHX202511195
Abstract:
Innovative thinking is a core literacy of high-quality talents education in the new era, and more importantly, it is a key support for driving national scientific and technological progress, enhancing core competitiveness, and ensuring national technological independence and controllability. Systematic cultivation of innovative thinking is the core mission of higher education to serve the national innovation-driven development strategy. As an introductory basic core course for chemistry majors, inorganic chemistry for freshmen not only undertakes the task of imparting basic chemical concepts, principles and methods, but also stands at a critical window period for enlightening students’ innovative thinking. At this stage, students are transitioning from passive receptive learning to active inquiry-based learning, with strong curiosity and desire for exploration, making it a golden period for carrying out training in innovative thinking. Combined with the disciplinary characteristics and years of our teaching practice of freshman inorganic chemistry, this paper establishes a six-in-one cultivation system of “consolidating knowledge foundation-tracing theoretical origins-pinpointing on theoretical limitations-strengthening concept inspiration-teacher demonstration and guidance-constructing practice platforms”, systematically demonstrates the effective methods of integrating innovative thinking training into classroom, and provides an operable model for the practice of innovative education in basic chemistry courses.
Innovative thinking is a core literacy of high-quality talents education in the new era, and more importantly, it is a key support for driving national scientific and technological progress, enhancing core competitiveness, and ensuring national technological independence and controllability. Systematic cultivation of innovative thinking is the core mission of higher education to serve the national innovation-driven development strategy. As an introductory basic core course for chemistry majors, inorganic chemistry for freshmen not only undertakes the task of imparting basic chemical concepts, principles and methods, but also stands at a critical window period for enlightening students’ innovative thinking. At this stage, students are transitioning from passive receptive learning to active inquiry-based learning, with strong curiosity and desire for exploration, making it a golden period for carrying out training in innovative thinking. Combined with the disciplinary characteristics and years of our teaching practice of freshman inorganic chemistry, this paper establishes a six-in-one cultivation system of “consolidating knowledge foundation-tracing theoretical origins-pinpointing on theoretical limitations-strengthening concept inspiration-teacher demonstration and guidance-constructing practice platforms”, systematically demonstrates the effective methods of integrating innovative thinking training into classroom, and provides an operable model for the practice of innovative education in basic chemistry courses.
2025, 40(12): 168-173
doi: 10.12461/PKU.DXHX202509096
Abstract:
This article examines the application of artificial intelligence (AI) technology in the development of intelligent organic chemistry courses, using the construction of the Tröger base (TB) knowledge platform as a case study. The research is conducted on the Superstar intelligent education platform. By comprehensively incorporating AI technology, an intelligent course system has been established, encompassing a structured knowledge graph, personalized learning pathways, and AI-assisted teaching support. The TB knowledge platform systematically integrates key aspects such as its discovery history, structural characteristics, and synthesis methods. Through cross-course knowledge associations and structured learning paths, it facilitates the establishment of a coherent knowledge framework for students, thereby enhancing knowledge consolidation and depth. Furthermore, the platform introduces cutting-edge advances in asymmetric synthesis and functional development of TB derivatives, broadening students’ academic perspectives. By leveraging real-time learning analytics to enable precise teaching interventions, this intelligent course effectively fosters the holistic development of students’ core competencies and comprehensive skills.
This article examines the application of artificial intelligence (AI) technology in the development of intelligent organic chemistry courses, using the construction of the Tröger base (TB) knowledge platform as a case study. The research is conducted on the Superstar intelligent education platform. By comprehensively incorporating AI technology, an intelligent course system has been established, encompassing a structured knowledge graph, personalized learning pathways, and AI-assisted teaching support. The TB knowledge platform systematically integrates key aspects such as its discovery history, structural characteristics, and synthesis methods. Through cross-course knowledge associations and structured learning paths, it facilitates the establishment of a coherent knowledge framework for students, thereby enhancing knowledge consolidation and depth. Furthermore, the platform introduces cutting-edge advances in asymmetric synthesis and functional development of TB derivatives, broadening students’ academic perspectives. By leveraging real-time learning analytics to enable precise teaching interventions, this intelligent course effectively fosters the holistic development of students’ core competencies and comprehensive skills.
2025, 40(12): 174-179
doi: 10.12461/PKU.DXHX202509067
Abstract:
在新一轮科技革命与产业变革交织的背景下，面向国家战略需求培养科创拔尖人才已成为高等教育的重要使命。本文系统梳理中国科学技术大学化学实验教学中心近年来以“科创拔尖人才培养”为核心目标的改革与实践：以“人文素养-基础型-综合型-研究型-国际化”为主线，贯通课内外创新平台，构建多层次实验教学体系；将前沿科研成果转化为特色教学实验，深化“以赛促教”模式；推进课程的数字化与国际化升级，显著提升学生的创新思维与科研实战能力。在剖析现存问题的基础上，提出“学科整合型+科研一线课题实训制+计算化学/智能化学融合”的本科实验贯通培养方案，以期为化学教育改革与拔尖人才培养提供可推广的范式。谨以此文祝贺《大学化学》创刊40周年，并感谢贵刊长期为我国化学教育与人才培养搭建高水平交流平台。
在新一轮科技革命与产业变革交织的背景下，面向国家战略需求培养科创拔尖人才已成为高等教育的重要使命。本文系统梳理中国科学技术大学化学实验教学中心近年来以“科创拔尖人才培养”为核心目标的改革与实践：以“人文素养-基础型-综合型-研究型-国际化”为主线，贯通课内外创新平台，构建多层次实验教学体系；将前沿科研成果转化为特色教学实验，深化“以赛促教”模式；推进课程的数字化与国际化升级，显著提升学生的创新思维与科研实战能力。在剖析现存问题的基础上，提出“学科整合型+科研一线课题实训制+计算化学/智能化学融合”的本科实验贯通培养方案，以期为化学教育改革与拔尖人才培养提供可推广的范式。谨以此文祝贺《大学化学》创刊40周年，并感谢贵刊长期为我国化学教育与人才培养搭建高水平交流平台。
2025, 40(12): 180-182
doi: 10.12461/PKU.DXHX202510106
Abstract:
All-English and Chinese-English bilingual teaching was once one of the important directions for the reform and development of teaching in science majors such as chemistry in top domestic universities. However, with the rapid development of language-related artificial intelligence technology, changes in the international situation, and the growing demand for academic exchanges in Chinese, bilingual teaching (especially all-English teaching) is facing severe challenges. This paper analyzes the essential attributes of English and Chinese, the actual needs of different types of students, and the role of language in ideological and political education, discusses the positioning and role of Chinese and English teaching in bilingual chemistry courses, and provides references for the optimization of bilingual teaching models.
All-English and Chinese-English bilingual teaching was once one of the important directions for the reform and development of teaching in science majors such as chemistry in top domestic universities. However, with the rapid development of language-related artificial intelligence technology, changes in the international situation, and the growing demand for academic exchanges in Chinese, bilingual teaching (especially all-English teaching) is facing severe challenges. This paper analyzes the essential attributes of English and Chinese, the actual needs of different types of students, and the role of language in ideological and political education, discusses the positioning and role of Chinese and English teaching in bilingual chemistry courses, and provides references for the optimization of bilingual teaching models.
2025, 40(12): 183-186
doi: 10.12461/PKU.DXHX202508007
Abstract:
The stable conformations of aromatic compounds constitute fundamental contents in teaching organic chemistry. They play a crucial role to discuss and to identify acidity/basicity and reactive activity in the aromatic electrophilic substitution of these compounds. Current textbooks inadequately explain the variation in stable conformations of different aromatic compounds and their underlying causes. This study systematically examines several representative aromatic compounds, including phenol, anisole, aniline, and trifluoromethylbenzene, by analyzing the relative strengths of their n-π66 conjugation and n-σ* hyperconjugation, as well as the involvement of hydrogen-bonding interactions. Through comprehensive evaluation of these electronic effects and intermolecular interactions, we elucidate the formations preferences and rationale their formation origins in these aromatic systems.
The stable conformations of aromatic compounds constitute fundamental contents in teaching organic chemistry. They play a crucial role to discuss and to identify acidity/basicity and reactive activity in the aromatic electrophilic substitution of these compounds. Current textbooks inadequately explain the variation in stable conformations of different aromatic compounds and their underlying causes. This study systematically examines several representative aromatic compounds, including phenol, anisole, aniline, and trifluoromethylbenzene, by analyzing the relative strengths of their n-π66 conjugation and n-σ* hyperconjugation, as well as the involvement of hydrogen-bonding interactions. Through comprehensive evaluation of these electronic effects and intermolecular interactions, we elucidate the formations preferences and rationale their formation origins in these aromatic systems.
2025, 40(12): 187-191
doi: 10.12461/PKU.DXHX202510104
Abstract:
This paper evaluates the mechanisms of the classic Hofmann elimination, especially the elimination reaction of cyclic quaternary ammonium hydroxide. When there are two trans-coplanar β-H, the hydrogen on the carbon with more substituents tends to be eliminated, resulting in the main product being an olefin with Zaitsev selectivity. This conclusion is also supported by DFT study result.
This paper evaluates the mechanisms of the classic Hofmann elimination, especially the elimination reaction of cyclic quaternary ammonium hydroxide. When there are two trans-coplanar β-H, the hydrogen on the carbon with more substituents tends to be eliminated, resulting in the main product being an olefin with Zaitsev selectivity. This conclusion is also supported by DFT study result.
2025, 40(12): 192-196
doi: 10.12461/PKU.DXHX202511001
Abstract:
This article provides an overview of the general chemistry curriculum at Harvard University, with particular emphasis on the use of Professor James G. Anderson’s textbook, University Chemistry: Foundations and Frontiers from a Global and Molecular Perspective, in Physical Sciences 11 (PS 11) more than a decade ago. The unique structure of Harvard’s general chemistry sequence is introduced, detailing the range of courses available to first-year students with varying backgrounds in chemistry and biology, as well as the rationale for their design. The article highlights PS 11, a general chemistry course that integrates fundamental chemical principles with global issues in climate change and energy, making use of real-world applications to optimize conceptual learning. The curriculum’s core features, including its context-driven content and case studies are discussed. Reflections on the benefits and challenges of this integrated approach are shared, emphasizing how focused, context-based teaching can foster student motivation, deepen understanding, and prepare students to apply chemical knowledge broadly across scientific and societal challenges.
This article provides an overview of the general chemistry curriculum at Harvard University, with particular emphasis on the use of Professor James G. Anderson’s textbook, University Chemistry: Foundations and Frontiers from a Global and Molecular Perspective, in Physical Sciences 11 (PS 11) more than a decade ago. The unique structure of Harvard’s general chemistry sequence is introduced, detailing the range of courses available to first-year students with varying backgrounds in chemistry and biology, as well as the rationale for their design. The article highlights PS 11, a general chemistry course that integrates fundamental chemical principles with global issues in climate change and energy, making use of real-world applications to optimize conceptual learning. The curriculum’s core features, including its context-driven content and case studies are discussed. Reflections on the benefits and challenges of this integrated approach are shared, emphasizing how focused, context-based teaching can foster student motivation, deepen understanding, and prepare students to apply chemical knowledge broadly across scientific and societal challenges.
2025, 40(12): 197-204
doi: 10.12461/PKU.DXHX202511029
Abstract:
“University Chemistry: Frontiers and Foundations from a Global and Molecular Perspective” (by James G. Anderson, Professor of Harvard University) is a uniquely comprehensive and substantial introductory textbook for college-level chemistry. The book is organized around the topic of energy in contents, and features in a distinctive chapter structure comprising three integrated components: an opening Framework, Chapter Core, and Case Studies. This framework integrates the physical concepts with the larger contextual vision and the broader real cases, which effectively demonstrates how fundamental chemical concepts play pivotal roles in addressing scientific and technological challenges, and conveys the critical role played by physical science in the solution of unprecedented societal needs and objectives. In addition to the introduction of historical development, the text illuminates the evolution of chemical principles and fundamental concepts through progressive elaboration from qualitative descriptions to quantitative analyses combining with a large of substantive data. This approach may enable students to establish connections between core concepts and broader global contexts from the very beginning, then develop analytical and problem-solving abilities, and cultivate social responsibility. We select several representative examples to show the textbook’s unique approach in presenting the concepts and principles. We are glad to share our insights gained during the translation, and hope our sharing may inspire further discussion. We wish the publication of the Chinese version of the textbook will bring fresh perspectives to university chemistry education and foster the cultivation of innovative students in China.
“University Chemistry: Frontiers and Foundations from a Global and Molecular Perspective” (by James G. Anderson, Professor of Harvard University) is a uniquely comprehensive and substantial introductory textbook for college-level chemistry. The book is organized around the topic of energy in contents, and features in a distinctive chapter structure comprising three integrated components: an opening Framework, Chapter Core, and Case Studies. This framework integrates the physical concepts with the larger contextual vision and the broader real cases, which effectively demonstrates how fundamental chemical concepts play pivotal roles in addressing scientific and technological challenges, and conveys the critical role played by physical science in the solution of unprecedented societal needs and objectives. In addition to the introduction of historical development, the text illuminates the evolution of chemical principles and fundamental concepts through progressive elaboration from qualitative descriptions to quantitative analyses combining with a large of substantive data. This approach may enable students to establish connections between core concepts and broader global contexts from the very beginning, then develop analytical and problem-solving abilities, and cultivate social responsibility. We select several representative examples to show the textbook’s unique approach in presenting the concepts and principles. We are glad to share our insights gained during the translation, and hope our sharing may inspire further discussion. We wish the publication of the Chinese version of the textbook will bring fresh perspectives to university chemistry education and foster the cultivation of innovative students in China.
