Citation: Yuwei Song, Wan He, Kaiyue Jiang, Mengzhao Xi, Xinyue Wang, Jie Li, Yan Zhang. Learning and Memorizing Common Named Reactions in College Organic Chemistry[J]. University Chemistry, ;2026, 41(2): 400-410. doi: 10.12461/PKU.DXHX202501004 shu

Learning and Memorizing Common Named Reactions in College Organic Chemistry

Yuwei Song ² ,
Wan He ² ,
Kaiyue Jiang ¹ ,
Mengzhao Xi ² ,
Xinyue Wang ¹ ,
Jie Li ³ ,
Yan Zhang ^1,2,,

1.
College of Chemistry and Materials, Zhejiang Normal University, Jinhua 321004, Zhejiang Province, China;
2.
College of Teacher Education, Zhejiang Normal University, Jinhua 321004, Zhejiang Province, China;
3.
College of Chemistry and Materials Engineering, Zhejiang A&F University, Hangzhou 311300, China

Corresponding author: Yan Zhang, zhangyan001@zjnu.edu.cn
Received Date: 3 January 2025
Revised Date: 12 February 2025

Named reactions constitute a crucial component of undergraduate organic chemistry education. A thorough understanding of these reactions significantly enhances chemistry students' comprehension of the mechanisms underlying fundamental organic transformations. However, the dispersed presentation of named reactions in textbooks, coupled with insufficient systematic organization in teaching, often leads to student confusion and the development of avoidance behaviors due to perceived difficulty. To address these challenges, this study systematically organizes common organic chemistry named reactions, categorizing them based on principles including carbon atom addition/removal, functional group transformations, and shared reaction intermediates. Teaching practice demonstrates that students respond positively to and appreciate this structured approach to learning named reactions.
- Organic chemistry,
- Named reactions,
- Inductive teaching,
- Functional groups,
- Reaction intermediates
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