The University of Pennsylvania is not only a world-class institution but also the place that shaped my academic vision and educational philosophy. Academically, Penns curriculum deepened my passion for chemistry and helped me build a systematic and rigorous knowledge framework in the field. The “Chemical Thinking Method” I now teach my students stems directly from the scientific training methodology I acquired at Penn.
Yet its most profound impact lies in broadening my horizons. At Penn, I witnessed campus addresses by two sitting presidents and a former president, and had the opportunity to view Chinas Six Horses of Zhaoling Mausoleum artifacts up close in a world-class museum. This atmosphere, blending academic rigor with cultural richness, taught me that a teachers responsibility extends beyond imparting knowledge—it is to expand students worlds.
For this reason, I consistently hold myself to the standards of “academic rigor and broad vision,” hoping that through my classroom, I can open the first door to the world for my students.

Teaching chemistry is not merely a profession for me, but a harmonious blend of academic pursuit and passion. I firmly believe that the true value of any subject extends far beyond exam preparation—it lies in how it shapes students ways of thinking, cognitive structures, and scientific literacy. Therefore, regardless of whether students choose chemistry as their future major, I strive to help them gain a profound understanding of chemistrys essence through my classes and develop rigorous, clear thinking patterns.
My goal for students has always been “high energy, high scores”: pursuing both academic achievement and competency. I emphasize guiding students to grasp the logical chains behind knowledge rather than relying on rote memorization. I hope they master test-taking techniques while also developing a genuine interest in chemistry. This upward trajectory of learning is precisely the outcome I value most in my teaching.