Citation: Xuguang Liu, Caiwen Li, Honglei Ling, Mao Liang. The role of named reactions in organic chemistry teaching: case studies of the Roskamp-Feng and Ullmann-Ma reactions[J]. University Chemistry, ;2026, 41(7): 364-372. doi: 10.12461/PKU.DXHX202504079 shu

The role of named reactions in organic chemistry teaching: case studies of the Roskamp-Feng and Ullmann-Ma reactions

School of Chemistry and Chemical Engineering, Tianjin University of Technology, Tianjin 300384, China

Corresponding author: Xuguang Liu, Mao Liang,
Received Date: 28 April 2025
Revised Date: 29 July 2025

Named reactions hold pivotal importance in organic chemistry education, with each reaction embodying the significant contributions of distinguished organic chemists and their research teams. Tracing the historical development of these named reactions and exploring the stories behind the scientists constitutes an essential component of ideological and political education in the curriculum. Among the multitude of chemical named reactions, those bearing Chinese scientists’ names remain exceptionally rare. This article examines the pedagogical value of named reactions in organic chemistry instruction, focusing on two representative examples: the Roskamp-Feng reaction and the Ullmann-Ma reaction. The discussion provides valuable insights for educators seeking to enhance the teaching of organic chemistry courses.
- Organic chemistry,
- Named reaction,
- Roskamp-Feng reaction,
- Ullmann-Ma reaction,
- Teaching
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