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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
LI Jiahui, YAN Zhichuang, TONG Xudong, YUAN Qingling, YANG Weiwei, LI Dandan
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DOI:10.17265/2161-623X/2026.07.004
University of Shanghai for Science and Technology, Shanghai, China; Shanghai Zhongqiao Vocational and Technical University, Shanghai, China
The comprehensive advancement of digital transformation is driving the iterative upgrading of higher education teaching models. The digital transformation of inorganic chemistry experiments and the integration of information technology into the teaching of the history of chemistry have emerged as the two core directions for reforming fundamental chemistry education. Based on a systematic review of relevant studies, this paper analyzes the application advantages of digital technologies in fundamental chemistry courses, examines the practical challenges in teaching practice, and proposes innovative pathways for digital empowerment from four dimensions: teaching resource development, classroom model reform, evaluation system optimization, and enhancement of teachers’ digital literacy. The study suggests that digital technologies can effectively overcome long-standing bottlenecks in abstraction, resource constraints, and knowledge fragmentation, while facilitating the deep integration of theoretical instruction, context-based teaching in the history of chemistry, and experimental instruction, thereby providing systematic support for improving the overall quality of fundamental chemistry education in universities.
digital information technology, inorganic chemistry, chemistry history, teaching reform
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