Based on the separation of acridinyl C₆₀ pyrrolidine monoadducts, this paper introduced the principle of column chromatography, the selection of stationary phase and mobile phase, the process of separation and post processing of sample, which was convenient for us to understand the separation method more specifically.

Thought experiment as a kind of research methods and description methods of scientific theory, is widely used in many fields. Its basic characteristics are as follows: thought experiment is processed in mind with non-actual operability;thought experiment is unfolded by abstract form and abstract movement in thinking with rigorous logic;thought experiment as the product of the experience of long-term experiments is practical. In chemistry teaching, the simulation experiment has been gradually accepted by frontline teachers with the development of information technology. Corollary can be drawn by the study of the relevant research of stimulation experiment and the characteristics of thought experiment: stimulation experiment possesses the characteristics of thought experiment, and it can be regarded as a specific manifestation of thought experiment in chemical experiment teaching. Using chemical simulation experiment in appropriate and limited degree has many positive effects on promoting the modernization development of chemistry teaching method and renewal of chemical experiment concept.

This paper analyzed the solution contents in junior high school chemistry curriculum standard and textbook of China, and high school science learning instruction and textbook of Japan, found the features of selection and organization of contents, and gave some suggestions for improving the selection and organization of contents.

Presenting mode, testing of knowledge points and characteristics of exercises design of organic chemistry knowledge in review material of Revise matched British Salters Advanced Chemistry Courses were analyzed. Suggestions were given to the textbook compilation and chemistry teaching in middle school in China.

This paper analyzed the educational function of the eight basic experiments in junior high school chemistry, and expounded three forms of experimental activities, such as operation type, step type and independent type. Several key points to carry out basic experiment teaching should be emphasized such as excavating intrinsic value of the experiments while regulating the basic operation, setting the appropriate inquiry difficulty based on the correct understanding of "basic" and selecting the experimental contents according to the teaching reality.

For the problems such as too much emphasis on inquiry, inadequate attention to teaching materials and symbolic representation in teaching design of dissolution equilibrium of insoluble electrolyte, this paper introduced a different teaching design including the overall design ideas, the teaching goals and main links of every lesson, and teaching reflection.

This paper studied the all teaching topics, contents of PowerPoint courseware, texts of interview of teachers in high school high-quality chemistry class competition of Anhui province of China by grounded theory method. Results showed that connection to life, experimental inquiry, social hot spots, improvement and innovation of teaching, teachers' teaching characteristics are the main factors of influencing the topic selection of the high-quality class competition.

According to teaching practice and comprehension of chemistry curriculum reform, this paper put forward optimization of pre-class design to improve teaching effectiveness, including (1)reasonable decomposition of the curriculum objectives, accurate position of class objectives, and reasonable selection of teaching contents;(2) thorough analysis of the students and reasonable choice of teaching strategies and means;(3)careful implementation of classroom design, carrying out 3-dimensional objectives.

The teaching practice based on constructing chemical big ideas draws many teachers' attention, and becomes more and more popular according with the transformation from knowledge-central oriented to big ideas-central oriented. Based on chemical big ideas construction, this paper studied the teaching design of ammonia as an important content of elements and compounds in senior high school chemistry.

Creative inquiry mode (CIM) is constructed based on the integration of creative teaching and inquiry teaching, and involves multi stages cycle including exploration, explanation, communication, evaluation and more procedures in teaching practice. In teaching of chemical reaction rate in senior high school chemistry, CIM included asking questions, exploration, interpretation of data, communication and induction. The teaching case showed that operational procedures of CIM could be decomposed to implement or combined flexibly, exploration and explanation should focus the organic combination of divergence and convergence, and evaluation should be permeated in the whole process of teaching.

Teachers should create opportunities for inquiry of students from aspects of chemical ideas, chemical research methods, disturbance of students' thought, and chemical representation. According to the process of setting contexts, open inquiry, specific studies, representation and evaluation of activity performances in teaching of hydrolysis of salt, this paper discussed the teaching strategies for open inquiry to deep thinking.

Based on SEC consistency analysis model, this paper studied the consistency between the compulsory section of senior high school chemical academic achievement test papers of a province in 2010,2011,2012 and the curriculum standard, which showed that there was no statistically significant consistency. Then through column chart, this paper analyzed the factors that influenced the consistency from cognitive level and the content theme, and discussed the research methods and results.

With the development of teachers profession, the key of effective teaching is the development of teachers' TPACK. Chemistry teachers' TPACK mainly includes: solid chemistry knowledge, overarching concept of integration of information technology and chemistry teaching purpose, curriculum resources and curriculum knowledge for the integration of information technology and chemistry teaching, knowledge of students' preconception for the integration of information technology and chemistry teaching, teaching strategies and representation for integration of information technology and chemistry teaching. The basic strategies for construction of chemistry teachers' TPACK include: forming teaching consciousness about TPACK, observing and training, teaching practice, enhancing their ability for integration and transformation, enriching their TPACK resources through multi channels and multi modes.

By questionnaire, this paper investigated the situation and the development needs of inquiry teaching of middle school chemistry teachers in Beijing of China. Through statistics and analysis of survey data, results showed that the main way for teachers to acquire inquiry teaching knowledge was post training and learning with obvious practical features. Most teachers knew the related knowledge, but their understanding about the nature of scientific inquiry was not deep. The majority of teachers had realized the importance of inquiry teaching, and had implemented teacher-led and limited inquiry of students, but the teaching quality remained to be improved because of many factors.

To investigate the importance and efficiency of thinking guidance in experiment teaching, this paper studied the thinking guidance of teachers in three inquiry experiments in high school chemistry textbooks, including deep analysis of experimental thinking, design of questions, advancing step by step and guiding students to think actively in classroom.

This paper improved the experiment of white phosphorus burning in water. Put white phosphorus into the test tube containing hot water, and blew air into test tube using glass tube or injected hydrogen peroxide solution through rubber dropper to produce oxygen, then obvious combustion phenomena appeared.

This paper listed some examples to explain the sequence of metal activity can only indicate the tendency of chemical reaction but not reaction rate, the causes for slow reaction rates of common active metals, and the direction of some reactions not judged by the sequence of metal activity. Moreover, summarized some considerations when using the sequence of metal activity.

Through experimental inquiry, this paper studied the corrosion types of pig iron in ammonium chloride solution and whether precipitation will generate when sulfur dioxide was mixed with acidified silver nitrate solution. Based on this, some problems in the chemistry teaching in senior high school were reflected.

It makes the concept of Avogadro constant easier to be understood by recognizing it from the viewpoint of basic physical constant. The first scientist who determined Avogadro constant is French physical chemist Jean Perrin. The work of determining the value of Avogadro constant has been going on for one century and still continues. Avogadro constant, amount of substance and mole have the same historic origin, different development pathway, and the same endpoint.