Abstract The recognition of intrinsic questions of chemistry is an important process to realize the disciplinary understanding, and the implication of this is to take the essence of chemistry as the core, through the integration of structured knowledge system and the path of thinking progression, integrating multi-dimensional contexts such as historical traceability, social relevance, and experimental investigation, to drive the depth of disciplinary understanding and systematic cognition of the teaching practice. Its characteristics are reflected in the essentiality, development, hierarchy and contextual relevance. Its educational value is reflected in revealing the essence of chemistry, cultivating scientific thinking and problem-solving abilities in a historical context, driving students' thinking development, and achieving systematic understanding. And putting forward five design strategies:tracing the historical development of concepts and condensing intrinsic questions, constructing cognitive perspectives and cultivating intrinsic question literacy, considering cognitive adaptation and intrinsic questions progressing, contact with social life and intrinsic questions contextualizing, attention to the dynamics of scientific and technological development and intrinsic questions advancing, in order to achieve teachers to teach chemistry based on disciplinary understanding.
LI Ru-Jie, HU Lang-Hua, JIANG Jian-Wen. Intrinsic Questions of Chemistry: Characteristics, Pedagogical Values and Design Strategies[J]. Chinese Journal of Chemical Education, 2026, 47(1): 19-28.
