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Abstract With the idea of deep learning was to advocate “understanding and criticism, connection and construction, migration and application”, around the “concepts of molecule and atom”, compared the design ideas of teaching materials and literature, adjusted the cognitive line, putting efforts to solve problems such as “less inquiry experiment design, the macro-analysis and micro-analysis focused on different experiments, ignored chemical core literacy about evidential reasoning, change concept and balance though”. Designed three experiments “the starch reacted with three forms of iodine union, the hydrogen peroxide solution was mixed with the magenta solution, the breakdown of hydrogen peroxide”, planned activities “draw molecular models and sketches of the molecules of H2O2 decomposition”, raised questions “what is the relationship among species of matter, species of molecules, and properties of matter? what evidences did you find from experiments to support your view? ”. Experiments, activities, questions and arguments were interlocking, built the structure of teaching content effectively, promoted students' development from deep learning of chemical concepts to the chemical core literacy.
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