Research Article
Open Access
Teaching Research and Practice of 'General Chemistry' in Agriculture and Forestry Education Focused on Cultivating Innovative Ability
1
College of Chemistry and Materials, Jiangxi Agricultural University, Nanchang 330045, China
2
College of Bioscience and Bioengineering, Jiangxi Agricultural University, Nanchang 330045, China
3
College of Forestry, Jiangxi Agricultural University, Nanchang 330045, China
4
College of Life Science, Gannan Normal University, Ganzhou 341000, China
5
College of Land Resource and Environment, Jiangxi Agricultural University, Nanchang 330045, China
6
College of Agriculture, Jiangxi Agricultural University, Nanchang 330045, China
* Corresponding Author:
Linyu Wang,
[email protected]
Volume 1, Issue 1
2026
Received: 22 November 2025
Accepted: 05 January 2026
Published: 24 June 2026
Article Information
Published in
Journal of Digital Intelligence in Education
Volume/Issue
Volume 1, Issue 1, 2026
Pages
5-16
Abstract
Taking the "General Chemistry" course—a public foundational course for agriculture-related majors and a postgraduate entrance examination subject in agricultural and forestry universities—as the research object, this study adheres to the Outcome-Based Education (OBE) philosophy and the "Four-Integration" principle (integrating science and agriculture, science and education, industry and education, and ideological-political education). It reconstructed advanced teaching content of "connection points–knowledge points–thematic inquiry series" to address the misalignment between course content and agricultural development needs, while seamlessly integrating ideological-political elements including scientific exploration spirit, passion for agriculture, and ecological civilization concepts. A blended teaching model characterized by "three combinations, one passthrough, and six enhancements" was created to overcome students' insufficient ability in solving practical agricultural problems. A diversified evaluation model featuring "whole-process, three-dimensional, dual-assessment" was established to resolve the lack of process-based evaluation of students' professional application skills. The teaching reform practices have demonstrably improved students' course objective attainment rates and scientific reasoning performance, providing preliminary evidence for the cultivation of innovative capabilities.
Graphical Abstract
Keywords
innovative capabilities
general chemistry
thematic inquiry series
ideological and political system
teaching model
evaluation model
Data Availability Statement
Data will be made available on request.
Funding
This work was supported in part by the Experimental Teaching and Teaching Laboratory Construction Research Project of the Ministry of Education under Grant SYJX2024-119; in part by the Key Project of Higher Education Teaching Reform Research in Jiangxi Province under Grant JG-23-3-7; in part by the Key Project of Jiangxi Province Academic Degree and Graduate Education Teaching Reform under Grant JXYJG-2023-046; in part by the Jiangxi Province Academic Degree and Graduate Education Teaching Reform Project under Grant JXYJG-2023-061; in part by the Jiangxi Agricultural University Teaching Reform Research Project under Grant 2022B2ZZ41 and Grant 2024B2ZZ37; in part by The First Batch of Ministry of Agriculture and Rural Affairs "14th Five-Year Plan" Textbook Projects under Grant 953 and Grant 994.
Conflicts of Interest
The authors declare no conflicts of interest.
AI Use Statement
The authors declare that no generative AI was used in the preparation of this manuscript.
Ethical Approval and Consent to Participate
This study constitutes a routine teaching reform practice and was exempted from formal ethical review by the Institutional Review Board of Jiangxi Agricultural University. All student participants were informed of the purposes of data collection prior to the study. Participation in the questionnaire survey was entirely voluntary, and students were explicitly notified that their examination scores would be used for educational research purposes in anonymized and aggregated form only. No individual-level data were reported. All procedures were conducted in accordance with applicable institutional guidelines for educational research involving human participants.
References
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APA Style
Gong, X., Tan, G., Wen, Y., Wang, L., Sun, T., Deng, C., Gong, L., Chen, R., Zhang, J., Wang, Z., Xiong, J., & Zeng, Y. (2026). Teaching Research and Practice of 'General Chemistry' in Agriculture and Forestry Education Focused on Cultivating Innovative Ability. Journal of Digital Intelligence in Education, 1(1), 5-16. https://doi.org/10.62762/JDIE.2025.605046
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TY - JOUR AU - Gong, Xia AU - Tan, Guixia AU - Wen, Yangping AU - Wang, Linyu AU - Sun, Tingting AU - Deng, Changxi AU - Gong, Lei AU - Chen, Rongrong AU - Zhang, Ji AU - Wang, Zongde AU - Xiong, Jiangbo AU - Zeng, Yanhua PY - 2026 DA - 2026/06/24 TI - Teaching Research and Practice of 'General Chemistry' in Agriculture and Forestry Education Focused on Cultivating Innovative Ability JO - Journal of Digital Intelligence in Education T2 - Journal of Digital Intelligence in Education JF - Journal of Digital Intelligence in Education VL - 1 IS - 1 SP - 5 EP - 16 DO - 10.62762/JDIE.2025.605046 UR - https://www.icck.org/article/abs/JDIE.2025.605046 KW - innovative capabilities KW - general chemistry KW - thematic inquiry series KW - ideological and political system KW - teaching model KW - evaluation model AB - Taking the "General Chemistry" course—a public foundational course for agriculture-related majors and a postgraduate entrance examination subject in agricultural and forestry universities—as the research object, this study adheres to the Outcome-Based Education (OBE) philosophy and the "Four-Integration" principle (integrating science and agriculture, science and education, industry and education, and ideological-political education). It reconstructed advanced teaching content of "connection points–knowledge points–thematic inquiry series" to address the misalignment between course content and agricultural development needs, while seamlessly integrating ideological-political elements including scientific exploration spirit, passion for agriculture, and ecological civilization concepts. A blended teaching model characterized by "three combinations, one passthrough, and six enhancements" was created to overcome students' insufficient ability in solving practical agricultural problems. A diversified evaluation model featuring "whole-process, three-dimensional, dual-assessment" was established to resolve the lack of process-based evaluation of students' professional application skills. The teaching reform practices have demonstrably improved students' course objective attainment rates and scientific reasoning performance, providing preliminary evidence for the cultivation of innovative capabilities. SN - pending PB - Institute of Central Computation and Knowledge LA - English ER -
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@article{Gong2026Teaching,
author = {Xia Gong and Guixia Tan and Yangping Wen and Linyu Wang and Tingting Sun and Changxi Deng and Lei Gong and Rongrong Chen and Ji Zhang and Zongde Wang and Jiangbo Xiong and Yanhua Zeng},
title = {Teaching Research and Practice of 'General Chemistry' in Agriculture and Forestry Education Focused on Cultivating Innovative Ability},
journal = {Journal of Digital Intelligence in Education},
year = {2026},
volume = {1},
number = {1},
pages = {5-16},
doi = {10.62762/JDIE.2025.605046},
url = {https://www.icck.org/article/abs/JDIE.2025.605046},
abstract = {Taking the "General Chemistry" course—a public foundational course for agriculture-related majors and a postgraduate entrance examination subject in agricultural and forestry universities—as the research object, this study adheres to the Outcome-Based Education (OBE) philosophy and the "Four-Integration" principle (integrating science and agriculture, science and education, industry and education, and ideological-political education). It reconstructed advanced teaching content of "connection points–knowledge points–thematic inquiry series" to address the misalignment between course content and agricultural development needs, while seamlessly integrating ideological-political elements including scientific exploration spirit, passion for agriculture, and ecological civilization concepts. A blended teaching model characterized by "three combinations, one passthrough, and six enhancements" was created to overcome students' insufficient ability in solving practical agricultural problems. A diversified evaluation model featuring "whole-process, three-dimensional, dual-assessment" was established to resolve the lack of process-based evaluation of students' professional application skills. The teaching reform practices have demonstrably improved students' course objective attainment rates and scientific reasoning performance, providing preliminary evidence for the cultivation of innovative capabilities.},
keywords = {innovative capabilities, general chemistry, thematic inquiry series, ideological and political system, teaching model, evaluation model},
issn = {pending},
publisher = {Institute of Central Computation and Knowledge}
}
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