Abstract: In higher education, chemistry serves as a fundamental discipline across numerous academic fields. However, the ongoing curriculum reforms in secondary education, coupled with regional and annual variations in college entrance examination policies and the implementation of independent enrollment policies in certain institutions, have resulted in significant disparities in students' foundational chemistry knowledge. This heterogeneity poses substantial challenges to the standardized teaching and assessment frameworks in university-level basic chemistry courses. Using agricultural universities as a case study, the implementation of innovative teaching strategies and optimized curriculum models has demonstrated remarkable success in enhancing the motivation, adaptability, and pass rates of students with weak chemistry foundations. These approaches provide robust support for the effective delivery of basic chemistry courses and the improvement of student learning outcomes in higher education.