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Ind. J. Pharm. Edu. Res., 2026; 60(1):63-72. https://www.ijper.org Original Article Indian Journal of Pharmaceutical Education and Research, Vol 60, Issue 1, Jan-Mar, 2026 DOI: 10.5530/ijper.20266458 Copyright Information : Copyright Author (s) 2026 Distributed under Creative Commons CC-BY 4.0 Publishing Partner : Manuscript Technomedia. [www.mstechnomedia.com] 63 Integrating Diversified Graphical Thinking Mode into the Teaching Practice of Inorganic Chemistry Qing-Kun Shen1, Qun-Xiang Ren2, Li-Li Sui2, Tian Luan2,*, Jin Wang2,* 1College of Pharmacy, Yanbian University, Yanji, CHINA. 2Department of Pharmacy, Shenyang Medical College, Shenyang, CHINA. ABSTRACT Background: Inorganic chemistry holds significant importance in pharmacy major as it serves as the foundation for subsequent professional courses. However, students exhibit varying learning conditions during the teaching process, with some struggling due to weak knowledge of chemistry. Objectives: To enhance the quality of teaching and learning outcomes, foster logical thinking skills and independent learning abilities among students and further promote the exploration and implementation of reforms in inorganic chemistry education. This study aims to integrate diverse graphical thinking modes into inorganic chemistry teaching practices, guiding students to simplify and visualize knowledge through graphical thinking. Materials and Methods: Based on the course design, various diversified graphic thinking modes are introduced into teaching practices, followed by a comparative analysis and questionnaire survey to evaluate their impact on teaching effectiveness and student satisfaction. Results: The experimental group achieved an average score of 12.1 points higher than that of the control group (p<0.01). Moreover, satisfaction surveys reveal significantly higher levels of satisfaction among 96.4% of students from the experimental group compared to 83.6% from the control group using traditional teaching methods (p<0.05). Additionally, a survey assessing acceptability among students in the experimental group yielded satisfactory responses ranging from 81.8-94.5% across all 10 questions. Conclusion: Incorporating diversified graphical thinking modes into the inorganic chemistry teaching process can improve academic performance and interest while enhancing overall teaching effectiveness, thus providing valuable insights for developing diversified instructional approaches. Keywords: Graphic thinking mode, Inorganic chemistry, Teaching strategy, Chemical teaching, Higher education. INTRODUCTION The study of inorganic chemistry is an essential component of the curriculum for freshmen pursuing pharmacy major in medical colleges. It serves as a fundamental basis for students to delve into other specialized courses. The course primarily focuses on imparting knowledge regarding key concepts, principles and practical applications of inorganic chemistry that are relevant to the field of medicine. Through preliminary investigation and feedback on the teaching process, it has been observed that the students' learning background in high school chemistry courses is multifaceted. In China, students from different regions exhibit varying levels of proficiency in chemistry fundamentals, with some displaying relatively weak knowledge and low interest in learning, leading to numerous challenges encountered during the study of inorganic chemistry. Simultaneously, students encounter the transition in pedagogical approaches at the tertiary level, thereby intensifying the complexity of their learning experience. To comprehensively improve the teaching effect of inorganic chemistry courses, optimize academic performance, foster logical reasoning skills and cultivate independent learning capabilities among students, it is imperative to adapt and refine the teaching methodology employed for inorganic chemistry to ensure superior instructional quality.2 Illustrat