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The cultivation of high-level innovative talents in basic disciplines, particularly under the current situation, faces significant opportunities and challenges. Addressing the specific issues encountered in this context, this paper explores the intrinsic relations between ideological and political education and professional education. Drawing from the theoretical perspective in educational science, psychology, the Marxist Concept of Labor and Marxist methodology, and incorporating practical approaches from the Department of Chemistry at Tsinghua University, the paper explores ways to overcome the challenges in the cultivation of high-level innovative talents in basic disciplines, especially in chemistry, through the effective implementation of ideological and political education. [ABSTRACT FROM AUTHOR]

"Quantitative Analytical Chemistry" is a compulsory foundational course for students in relevant majors at agricultural and forestry universities. It is offered in various fields such as agriculture, forestry, animal science, biology, food science, environmental science, and biology. Under the background of the construction of "new agricultural science", this paper addresses several pain points in the teaching process, including the misalignment of limited teaching hours with extensive course content, lack of integration between the course's subject matter and the concept of "New Agricultural Sciences", disconnection between teaching content and ideological and political education, monotony in teaching modes and evaluation methods, and scarcity of teaching resources. The paper proposes solutions and suggestions in terms of teaching content, teaching design, teaching modes, teaching resources, ideological and political education, and evaluation methods, aiming to provide a reference for the reform of the "Quantitative Analytical Chemistry" course. [ABSTRACT FROM AUTHOR]

This paper presents the development of an ideological and political education teaching system for nonchemical majors in geology and materials science, based on the knowledge system of physical chemistry. The teaching system is centered around three main themes: correct worldview and scientific methodology, scientific exploration and scientific spirit, and humanistic literacy and cultural inheritance. By integrating the reconstructed physical chemistry knowledge system with ideological and political education, the teaching design aims to shape students' values. The successful integration of ideological and political elements into teaching practice has resulted in positive teaching outcomes. [ABSTRACT FROM AUTHOR]

Taking the organic chemistry experiment “Synthesis of Aspirin” as an example, this paper discusses the specific implementation measures of integrating ideological and political education into the organic chemistry laboratory course through five steps: determining ideological and political teaching objectives, mining ideological and political elements, selecting ideological and political carriers, conducting ideological and political practice activities, and conducting ideological and political evaluation. Adopting a progressive teaching model, this paper proposes several suggestions and measures for the effective implementation of ideological and political education in laboratory courses. [ABSTRACT FROM AUTHOR]

General Chemistry, a foundational course for engineering students in Sino-foreign cooperative education programs, incorporates classic international textbooks to enhance its teaching quality. This approach, however, encounters challenges such as the influence of foreign culture and a potential erosion of cultural self-confidence during the teaching process. To counter this, the course emphasizes ideological and political education to deepen students' appreciation and understanding of their own culture. This paper details how the ideological and political development of the General Chemistry course is grounded in the principle of culture confidence. It actively integrates Chinese ideological and political elements while thoughtfully combining them with international perspectives throughout the teaching process. This integration not only enriches the course's content, but also fosters an effective ideological and political education environment, leading to significant educational outcomes. [ABSTRACT FROM AUTHOR]

This paper exemplifies the arsenic element teaching to introduce the ideological and political educationinfused curriculum design in elemental chemistry. By deeply exploring the ideological and political elements contained within the curriculum, and fully leveraging the implicit permeation of ideological and political education carried by the curriculum, it organically integrates dialectical materialism with scientific thinking, patriotism with social responsibility, and ecological civilization with environmental protection awareness into the curriculum content and classroom teaching. This integration aims to cultivate students’ innovative consciousness, scientific spirit, patriotism, and ecological civilization awareness, striving to synchronously achieve the objectives of “knowledge impartation”, “ability cultivation” and “value guidance”. [ABSTRACT FROM AUTHOR]

Analytical chemistry experiments are important foundational courses in the Chemistry and Chemical Engineering Basic Experimental Teaching Demonstration Center at Tianjin University. Integrating elements of dialectical materialism theory and other ideological and political education into this course is beneficial for helping students establish correct worldviews, life philosophies, and values, and achieve the teaching goal of moral education and character development in higher education institutions. This paper takes two redox titration experiments in analytical chemistry as examples and explores and practices teaching from three aspects: teaching design, experimental content, and teaching evaluation, with the guidance of course ideology and politics. It integrates ideological and political education throughout the entire process of teaching analytical chemistry experiments, combines ideological and political education with professional course education, and achieves the alignment of course teaching and moral education. [ABSTRACT FROM AUTHOR]

Taking the carbon family as an example, this paper introduces the teaching design and practice for incorporating ideological and political education into chemistry of elements. Frontiers of science and technology, materialist dialectics and scientific epistemology, patriotism, ecological civilization thought, China's "double carbon" story in the new era, history of discovery of elements, scientific ethics and morality, etc. were aptly incorporated into the links of content setting and classroom teaching aiming at cultivating students' spirit of the craftsman, scientific thinking, patriotism, ecological civilization thought, exploration spirit, and professional ethics. Simultaneous promotion of "knowledge transfer" and "value guidance" was realized. [ABSTRACT FROM AUTHOR]

Significant figures have become the effective way to shape students' scientific literacy, because they have been used by students throughout the college learning from a wide range of majors. From the perspective of course ideology and politics, this paper combines theoretical classroom and laboratory classroom. By taking real problems as scenarios, adopting the guided immersive teaching mode, starting from point to point, and taking multiple measures simultaneously, the stubborn disease in the process of effective digital teaching can be effectively solved, which lays a foundation for the construction of scientific literacy of freshmen. [ABSTRACT FROM AUTHOR]

This paper aims to demonstrate how to seamlessly integrate ideological and political cases, such as the application of CO2 supercritical state and its refrigeration effect in making ices and snows for the Beijing Winter Olympic Games, into classroom teaching with using the "flipped classroom" approach. By connecting these cases with the underlying physical and chemical principles behind key concepts and technologies, students can gain a deeper understanding of the crucial role played by physical chemistry in addressing our country's major needs, while also building their confidence in the chemistry discipline. Moreover, this integration enhances their awareness of applying knowledge for serving our nation and promoting green development, fostering their spirit of innovation and exploration. As one of knowledge difficulties and application hotspots in the chapter of single component phase diagram, the supercritical state of CO2 and its application often appear as knowledge expansions in textbooks, which are hard for students to comprehend. In view of this, we prioritize the explaining of the physical and chemical principles behind the supercritical state and refrigeration technology of CO2, then seamlessly integrate ideological and political education based on the inherent connections between different knowledge domains. To maximize the effectiveness of ideological and political education, we employ a combination of task-driven independent learning, the flipped classroom model, and after-school extensions. This comprehensive approach empowers students to independently explore ideological and political materials, perform self-guided ideological and political education and achieve the integrated teaching goals of value shaping, knowledge imparting, and ability cultivation. [ABSTRACT FROM AUTHOR]

The design of case studies for ideological and political education in courses is one of the important tasks of constructing a virtual teaching and research platform. This paper aims at the Kjeldahl method and carries out a diversified and integrated innovative case design of ideological and political education. Centering on the formation of students' core chemical literacy, the teaching content and links are designed from four modules: subject concept, scientific thinking, exploratory innovation, and attitudes and values, and integrated into the BOPPPS classroom-teaching model. This design effectively enhances the high-level, innovative, and challenging nature of the course, implicitly integrate ideological and political elements into the teaching process. This teaching design achieves the teaching goal of integrating knowledge transmission, ability cultivation, and value leadership. [ABSTRACT FROM AUTHOR]

Basic chemistry laboratory is the first laboratory course for freshmen majoring in chemistry. The first year in college is the critical period for students to form and establish values, thus, it is of great significance in ideological and political education. This paper mainly introduces the exploration and practice of Ideological and political education in the laboratory teaching of "preparation of N2 and Mg3N2". The aim is to enrich the content of ideological and political education and innovate the form of Ideological and political education in laboratory teaching. [ABSTRACT FROM AUTHOR]