Author(s)

Shaofeng Pang ¹, Linwen Zhang ¹, Yujing Zhang ², Qiong Su ¹, Xiangfei Zhao ¹

Affiliation(s)

¹ Chemical Engineering Institute, Northwest Minzu University, Lanzhou, China
² College of Chemistry and Chemical Engineering, Northwest Normal University, Lanzhou, China

Corresponding Author

Shaofeng Pang

ABSTRACT

Spectroscopic analysis is one of the central courses for many majors, such as chemistry, pharmacy, materials science, and the like. It helps combine chemical fundamentals with structural interpretation and further advanced studies. In the process of developing the course in question, several distinctive features are to be considered: abstract theory, rich knowledge base, integrative approach, and strong emphasis on practice. Based on the review of articles published within the last five years on the topic of spectroscopic analysis, spectral interpretation, and related courses, there were found several typical issues in this sphere of instruction, including overgeneralized syllabuses, decreasing contact hours, increasing discrepancies among student preparation levels, lack of consistency between lecture and lab courses, poor values-based course design, and heavy dependence on assessment of learning outcomes. There are also found studies that addressed undergraduates' teaching of spectral interpretation, O2O and blended course delivery, case teaching in spectral interpretation, values-based approach in pharmaceutical courses, values-based teaching in graduate courses, values integration in chromatography and spectroscopy courses, outcome-based learning in instrumental analysis, and authentic-problem-based teaching in instrumental analysis. Thus, a significant methodological basis exists that could help with further elaboration of the course in question. In view of that, based on previous findings and taking into consideration the specifics of the 32 h course, this paper suggests a competency-based course design strategy underpinned by outcome-based learning philosophy and provided with small private online courses infrastructure, grounded in values-based course design, structured according to the order of principles, spectra characteristics, their interpretation, and integration, conducted in form of problem chains and case chains, and associated with content simplification, teaching process redesign, improved assessment, teachers' professional development, and better alignment of lectures with laboratory courses.

KEYWORDS

Competency-oriented Instruction, Course Exploration and Teaching Practice, Blended Learning, Values-based Chemical Education

CITE THIS PAPER

Shaofeng Pang, Linwen Zhang, Yujing Zhang, Qiong Su, Xiangfei Zhao. Competency Oriented Redesign and Teaching Practice of a Reduced Contact Hour Spectroscopic Analysis Course. Advances in Educational Technology and Psychology (2026). Vol. 10, No. 2, 42-49. DOI: http://dx.doi.org/10.23977/aetp.2026.100207.

REFERENCES

[1] Tang, X., Shi, X., and Wang, C. (2023). Teaching Reform of the Undergraduate Spectroscopy Analysis Course. University Chemistry, 38(2), 38-40. 
[2] Ma, Z., Ma, J., Cheng, X., and Cao, X. (2022). Blended Teaching Design of Undergraduate Spectroscopy to Cultivate Scientific Research Awareness. University Chemistry, 37(4), 2107100. 
[3] Meng, D., Liu, Q., Yang, H., Yao, G., and Huang, X. (2023). Teaching Reform of Spectroscopic Analysis of Pharmaceutical Organic Compounds. Pharmaceutical Education, 39(2), 60-64. 
[4] Li, L., Gao, H., Hua, H., Zhu, L., Liu, Q., and Zhang, Y. (2024). Exploration of Curriculum Ideological and Political Teaching Reform of Spectral Analysis of Pharmaceutical Organic Compounds. Pharmaceutical Education, 40(3), 31-35. 
[5] Pang, S., Zhang, Y., Su, Q., and Wang, Y. (2024). Innovation in Spectral Analysis Education: Integration of OBE, SPOC, and Ideopolitical Elements for Practical Exploration. Advances in Educational Technology and Psychology, 8(1), 236-241. 
[6] Li, J., Niu, S., Yu, S., Xiao, Z., and Chen, J. (2025). Exploring Pathways for Integrating Curriculum Ideological and Political Education into Spectrum Analysis Teaching for Pharmacy Graduate Students. Pharmaceutical Education, 41(3), 47-50.

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