Yan Xiao,Manying Zhang,Juan Wu

This paper addresses the deep-seated problems in traditional elemental chemistry teaching, such as the fragmentation of knowledge points and the disconnection between value guidance and professional education. Taking the teaching of carbon group elements in "Basic Chemistry" as an example, it indicatively introduces the "cradle to cradle" life cycle concept, aiming to build a new teaching paradigm that deeply integrates knowledge transfer, ability cultivation, and value shaping. In terms of teaching implementation, this paper proposes a student-centered, project-driven hybrid teaching model. The research conclusions show that this teaching model is not only an effective integration of teaching content, but also a profound innovation in narrative paradigm. It transforms static knowledge into a dynamic "life history of matter", provides an effective solution to the difficult problems of systematic thinking and value guidance in chemistry education, and has the potential to be transferred and promoted to other element families.

Basic Chemistry; Green chemistry; Sustainable development; Chemical elements; Teaching Reform

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