本文阐述了物理化学课程的特点及传统教学存在的问题，分析了AI与雨课堂结合的优势，介绍了利用AI赋能雨课堂开展物理化学混合式教学的具体实施过程，包括课前、课中、课后的教学环节设计。通过教学实践和学生反馈，探讨了混合式教学模式对学生学习效果、学习兴趣、自主学习能力和创新实践能力的影响，结果表明学生成绩提升明显且未有不及格学生，学习兴趣大幅提升且参与度提高约3倍，学习能力和实践能力也有所提升。本文旨在为物理化学教学改革提供新的思路和方法，推动教育技术与学科教学的深度融合。

Four new coordination polymers, {[Cd(mbtx)(4OHphCOO)]NO₃}_n (1), {[Zn(mbtx)(1, 4‐bdc)_0.5(H₂O)₂]·(1, 4‐bdc)_0.5·4H₂O}_n (2), {[Cd₂(mbtx)(5NO₂‐bdc)₂(H₂O)₃]·4.5H₂O}_n (3), and {[Zn(H₂O)₆][Zn₂(mbtx)₂(btc)₂(H₂O)₄]·2H₂O}_n (4) (mbtx=1, 3‐bis(4H‐1, 2, 4‐triazole)benzene, 4OHphCOO^-=p‐hydroxybenzoate, 1, 4‐bdc^2-=1, 4‐benzenedicarboxylate, 5NO₂‐bdc^2-=5‐nitro‐isophthalate, btc^3-=1, 3, 5‐benzenetricarboxylate), were synthesized under room temperature condition and characterized by single‐crystal X‐ray diffraction, elemental analyses, and powder X‐ray diffraction. Single‐crystal X‐ray structural analysis shows that complexes 1 and 3 are 2D networks. In 1, the adjacent 2D networks are linked to a 3D network by π‐π stacking interaction. 2 and 4 exhibit 1D chains, and the 1D chains are connected into a 3D network by π‐π stacking interaction and intermolecular hydrogen bond. Luminescence and thermogravimetric analysis of the four complexes were discussed.