Citation: Gaihua Li, Donglian Liu, Xiuge Wang, Shuang Liu, Ning Zhang, Xuerui Tian. Teaching Design of Elemental Chemistry under the Concept of “Curriculum Ideology and Politics”: a Case of Mercury[J]. University Chemistry, ;2026, 41(2): 45-53. doi: 10.12461/PKU.DXHX202502025 shu

Teaching Design of Elemental Chemistry under the Concept of “Curriculum Ideology and Politics”: a Case of Mercury

Department of Chemistry, Tangshan Normal University, Tangshan 063000, Hebei Province, China

Corresponding author: Gaihua Li, Shuang Liu,
Received Date: 8 February 2025
Revised Date: 3 March 2025

This article explores the ideological and political elements embedded in the teaching of elemental chemistry, using mercury and its compounds as a case study. By analyzing the advantages and disadvantages of mercury, it aims to foster the development of a correct perspective on elements. Key values such as national cultural confidence, social responsibility, environmental awareness, and ecological civilization are seamlessly integrated into the classroom teaching process. This approach is designed to cultivate students’ innovative thinking, scientific spirit, patriotism, and environmental consciousness. The integration of professional teaching with ideological and political education, as well as the combination of explicit and implicit education, creates a synergistic effect. The objective is to achieve the simultaneous alignment of knowledge dissemination and value guidance.
- Elemental chemistry,
- Arsenic element,
- Ideological and political education
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