Discussion of teaching strategies for Medicinal Chemistry Analysis in order to arrive at an answer. In the actual teaching process, most students grasp the surface of knowledge or lack a systematic understanding of the linkages, and often fail to understand the key issues. Therefore, the majority of group discussions conclude that procaine is a sulfonamide drug undergoing a chemical reaction (which actually does not occur), leading to reduced drug efficacy. A small number of students will draw conclusions close to the answer you need, requiring guidance to reach the final answer. Through discussing this problem, students not only become more familiar with the mechanism of action of sulfonamide drugs but also recall the structure, chemical properties, and pharmacological effects of procaine, while also training their abilities to analyze and solve problems. Enabling students to learn from Eastern teaching methods is fully staffed. 2.2 Engaging teaching and learning activities to invigorate students' thinking and encourage active participation. Teaching involves exchanges between teachers and students, promoting learning through teaching. Students devote all their energies, both listening and reading, seeing and writing, thinking, exchanging, dialoguing, and discussing how to enhance the quality of innovative training during the clinical stage and find excuses, as well as engaging in hands-on observation, analysis, and induction activities that drive thought processes. Higher vocational teaching in medicinal chemistry has limited class hours, and a limited amount of classroom teaching cannot provide in-depth analysis. Students often lack interest in learning, just attending lectures to cope. Therefore, appropriately inserting activities into classroom teaching can have unexpected effects. For example, introducing sodium cefotaxime, a lactam antibiotic commonly encountered by pharmacy vocational graduates, by having a team introduce it and asking students to prepare materials in advance, mainly about the market situation of the drug found online. The time allocated is 2-3 minutes, allowing other students to understand that the formulations of this drug on the market are only powders for injection, with varied specifications ranging from 0.5g to 2g as the main specifications. Through such activities, students gain certain perceptual knowledge that may be useful in future work. Additionally, it allows students to take the initiative to master knowledge. 2.3 Inquiry-based teaching: Vocational teaching medicinal chemistry textbooks remain largely unchanged over several years, enabling teachers to teach without preparation, no longer studying. Vocational and technical education presents new training objectives, curriculum, and textbook construction, necessitating exploration of teaching modes and thus requiring full engagement in teaching, not only in terms of teaching materials and methods but also considering the study situation, including the foundation of student learning and enrollment conditions. Given the uneven quality of students in college enrollment, teachers should be experienced researchers, experts, and delve into matching teaching strategies to suit the learning situation. For instance, in the process of teaching pharmacy vocational students in 2001, some students could receive more in-depth explanations of key content while taking care of most students; whereas, for pharmacy vocational students in 2002, the vast majority of students were relatively weak, making it impossible to provide in-depth explanations. In-depth explanations for individual needs could be conducted during recess or after school. In fact, due to the complex and diverse teaching conditions, different teaching content requires different teaching strategies. As a nexus course for the pharmacy profession, mastering good expertise plays a crucial role. Therefore, how to better teach this course is worth long-term exploration.