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Citation: Ping Hu, Hongyang Zhang, Haoyu Yang, Xin Liu, Wei Ma, Qing Wang, Yiping Du, Dawei Li, Wenqing Zhang. Application of Project-Based Learning in Instrumental Analysis for the Training of Elite Students[J]. University Chemistry, ;2026, 41(2): 65-72. doi: 10.12461/PKU.DXHX202502125 shu

Application of Project-Based Learning in Instrumental Analysis for the Training of Elite Students

School of Chemistry and Molecular Engineering, East China University of Science and Technology, Shanghai 200237, China

Corresponding author: Ping Hu, huping@ecust.edu.cn
Received Date: 26 February 2025
Revised Date: 17 March 2025

To explore the application of project-based learning in the training of outstanding chemistry students in the Instrumental Analysis course, a novel approach was proposed to extend project activities from theoretical instruction to practical project-based teaching. Instructors designed projects that incorporate authentic scenarios, align with current societal and scientific issues, integrate interdisciplinary concepts, and serve an educational function by providing guidance, supervision, and support throughout the learning process. Under project-driven learning, students engage in critical thinking, interactive collaboration, knowledge integration, and innovative refinement. Practical implementation has demonstrated that this teaching model effectively enhances outstanding students’ ability for self-directed learning and innovative ability.
- Instrumental analysis,
- Project-based learning,
- Elite student training
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