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Citation: Xue Zhao, Guoyu Jiang, Haixia Wu. Teaching Practice and Reform of Analytical Chemistry for Non-Chemistry Majors[J]. University Chemistry, ;2026, 41(2): 123-130. doi: 10.12461/PKU.DXHX202503083 shu

Teaching Practice and Reform of Analytical Chemistry for Non-Chemistry Majors

College of Chemistry and Chemical Engineering, Inner Mongolia University, Hohhot 010021, China

Corresponding author: Haixia Wu, chmwuhx@imu.edu.cn
Received Date: 20 March 2025
Revised Date: 21 May 2025

As a fundamental theoretical course in higher education, College Chemistry serves as crucial pathway for cultivating well-rounded talents. This study conducts an in-depth analysis of existing challenges in teaching the analytical chemistry component of this course from both student and faculty perspectives. Focusing on four key dimensions: instructional content, pedagogical approaches, learning environment, and assessment systems-we propose a systematic model for educational improvement and innovation. Integrating cutting-edge scientific achievements and industrial developments into teaching practice. Constructing knowledge graphs using artificial intelligence. Our approach aims to address dual challenges faced by ‘both instructors and learners, enhancing faculty's interdisciplinary teaching competencies and developing students’ chemical thinking. The model encourages students to apply chemical knowledge to solve discipline-specific practical problems, while fostering cultural confidence through deeper understanding of local history, culture, and values.
- College chemistry,
- Non-chemistry major,
- Information technology,
- Case-based teaching,
- General education
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