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Citation: Pingping Zhao, Kai Hu, Ping Cai, Gongzhen Cheng. Exploration and Practice of Cultivating Innovative Thinking for Freshmen in Inorganic Chemistry Classroom Teaching[J]. University Chemistry, ;2025, 40(12): 163-167. doi: 10.12461/PKU.DXHX202511195 shu

Exploration and Practice of Cultivating Innovative Thinking for Freshmen in Inorganic Chemistry Classroom Teaching

1.
School of Nursing, Wuhan University, Wuhan 430072, China;
2.
College of Chemistry and Molecular Sciences, Wuhan University, Wuhan 430072, China

Corresponding author: Gongzhen Cheng, gzcheng@whu.edu.cn
Received Date: 26 November 2025
Revised Date: 4 December 2025

Innovative thinking is a core literacy of high-quality talents education in the new era, and more importantly, it is a key support for driving national scientific and technological progress, enhancing core competitiveness, and ensuring national technological independence and controllability. Systematic cultivation of innovative thinking is the core mission of higher education to serve the national innovation-driven development strategy. As an introductory basic core course for chemistry majors, inorganic chemistry for freshmen not only undertakes the task of imparting basic chemical concepts, principles and methods, but also stands at a critical window period for enlightening students’ innovative thinking. At this stage, students are transitioning from passive receptive learning to active inquiry-based learning, with strong curiosity and desire for exploration, making it a golden period for carrying out training in innovative thinking. Combined with the disciplinary characteristics and years of our teaching practice of freshman inorganic chemistry, this paper establishes a six-in-one cultivation system of “consolidating knowledge foundation-tracing theoretical origins-pinpointing on theoretical limitations-strengthening concept inspiration-teacher demonstration and guidance-constructing practice platforms”, systematically demonstrates the effective methods of integrating innovative thinking training into classroom, and provides an operable model for the practice of innovative education in basic chemistry courses.
- Inorganic chemistry,
- Classroom teaching,
- Innovative awareness,
- Cultivation path,
- Teaching practice
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