Abstract This paper analyses two problems in the review teaching of "iron melting and properties":paying no attention to the comparison between laboratory and industrial production processes leads to the lack of real cognitive experience; only putting the emphasis on generalization and reorganization of knowledge results in the lack of empirical scientific inquiry and speculative knowledge reconstruction. This paper designs real production scenarios which allows students to perceive the social value of chemistry, explore the ontological value of chemistry by attending experiments and scientific inquiry scenarios. Moreover, the educational value of chemistry runs through the whole teaching process.
