This paper discussed the connotation, structure elements, development, and evaluation of chemistry subject ability. Based on the nature and special requirements of chemistry subject, this study defined the contents and core elements of chemistry subject. Guided by the theories of "learning process", this paper established framework for the development and evaluation of chemistry subject ability.

The overall level of the existing chemistry micro-lecture can be analyzed from 3 perspectives: shooting mode, content and technique. This paper analyzed 4 typical characteristics of excellent chemistry micro-lecture, and put forward the ideas for the use of excellent chemistry micro-lecture supported by "autonomic task learning list" in the flipped classroom. For the future creation and use of micro-lesson, we should break 6 doubts and solve 8 major problems in the creative process.

Ionic bond is an abstract concept, and we can't obtain its specific recognition by observation and experiment. This paper combined macro and micro to guide students to feel the real existence of ionic bond from macro-level, to understand the formation and essence of ionic bond from micro-level; and used chemical symbols to characterize the formation of ionic bond, to establish a dialectical relationship between macro and micro, and to enrich and develop students' understanding of the ionic bond.

Taking the review lesson of "common acid salts" for material, in view of classification, ionic reaction and oxidation reduction theory as guidances, in the background of the real problems, and taking experimental inquiry as means, this article provided an example of how to organize the knowledge of the scattered element compounds and study the properties of matter.

Taking the teaching design of "periodic law of elements" in Chemistry 2 as an example, based on the advanced learning theory,this paper expounded constructing reorganization model of periodic law of elements and designing students' advanced argumentation assignments. The core research questions of the periodic law of elements of learning case could drive the students' "evidence oriented" argumentation activity. Scientific inquiry and data analysis could cultivate students' empirical research consciousness which based on evidence and data and improve students' ability of logical reasoning and argumentation. This paper expected to provide a reference for the inquiry teaching of students' higher order thinking.

Based on the practice of chemistry teaching in senior high school, this paper discussed the key, path and significance of the cultivation of students' scientific literacy, in order to provide reference for senior high school chemistry teaching. This paper believed that the improvement of scientific literacy of teachers was the key to the cultivation of students' scientific literacy which could be carried out by changing the classroom teaching mode, form and contents. The significance of scientific literacy was to train students to be scientific and rational man.

In the teaching of law of conservation of mass, the contrast teaching method was applied to the historical knowledge, experimental inquiry and data analysis. This method was helpful to students to understand from "quality" to "quantity" in macroscopic representation, from "static" to "change" in microscopic representation, and from "isolated" to "connection" in symbolic representation, to establish the connection of triple representation, to grasp law of conservation of mass scientifically, and to construct the ideas of matter change.

The essence of teaching is the process of information transmission, processing and internalization. Information conversion is a thinking process of the integration of knowledge reproduction and production of new knowledge. This paper analyzed the various ways of information presentation, and expounded the methods of information conversion from the aspects of "information quantity, information representation, information property" and so on.

This paper discussed the deviation understanding of the explanation of electron directional movement in primary battery teaching, the problem of electronic movement in the external circuit and ion movement in internal circuit, and energy conversion, etc. Based on the existing studies on primary battery, some proper understanding about the above points was given.

Through literature and practice research, this paper found that high school chemistry teachers were relatively clear in discipline thinking method, types of learning tasks, general teaching steps contained in valence-substance category two-dimensional graph, but they paid less attention to students' misunderstandings in using two-dimensional graph. This paper investigated the misunderstandings by means of classroom observation and enquiring students in review lesson, and interviewed teachers on the corresponding problem, then gave teaching improvement suggestions on using two-dimensional graph in review lesson.

Using questionnaire, test and interview methods, this paper investigated the development status of chemical thinking quality of some senior high school students in Jiangsu province. The results showed that: (1) Chemical thinking quality of senior high school students was in low medium level, critical quality and originality of thinking were in lower level; (2)There was a significant correlation between chemical learning interest and development level of students' chemical thinking quality; (3) Chemical academic achievements and development level of students' chemical thinking quality were significant related; (4)There was no significant difference between male and female students in the development level of chemical thinking quality.

This paper investigated 103 chemistry teachers of senior high school of Guangdong province with the help of Questionnaire of teaching concept of the chemistry teachers, then according to the results of investigation, 7 chemistry teachers with different teaching concept were chosen as samples for classroom observation. The questionnaire showed that chemistry teachers from different levels of high school had different orientation of teaching concept, teachers from key schools tended to adopt conception of developmental modes of teaching while teachers from ordinary schools adopted indoctrinating conception of teaching. The classroom observation indicated that chemistry teachers' teaching concept influenced their teaching method, thus we could determine chemistry teachers' teaching concept using classroom observation. Teachers with the same teaching concept from different schools showed no obvious difference in classroom observation.

Atomic spectroscopy is an important evidence for the study of atomic structure, but it is very difficult to design an intuitive classroom experiment in teaching. This paper designed a self-made spectroscope and transformed it into a digital beam splitter, the fiber optic spectrometer was also introduced, based on these instruments the spectrum of sunlight, sodium and strontium was analyzed. Then this paper introduced atomic structure teaching supported by experimental design.

This paper designed several properties experiments of concentrated sulfuric acid including water absorption, dehydration property, strong oxidizing property, exothermic property when contacts water and catalytic property, which solved disadvantages of related experiments in the textbook, such as large consumption of drugs, not easy to operate, easy spill of drugs, easy to pollute water, time-consuming, not suitable for the grouping experiments. The integrated and innovative experiments were green, easy and safe to operate, which were suitable for students to carry out extra-curricular activities.

This paper discussed two issues related to reaction of carbon and concentrated nitric acid from the perspective of experiment and theory. The results showed that: (1) chloride ion could not obviously accelerate the speed of reaction of carbon with concentrated nitric acid at room temperature, but itself would be oxidized by concentrated nitric acid; (2) the main oxidation product of reaction was carbon dioxide with low content of carbon monoxide.

This paper analyzed the water-solubility of ferric sulfate, composition of dispersion system of ferric hydroxide colloid prepared by ferric chloride solution, effect of sulfate on stability of ferric hydroxide colloid. It showed that the reason for ferric sulfate was not appropriate for preparing ferric hydroxide colloid was sulfate radical was more easily absorbed by the interface than chloride ion, so the number of negative charge in the solvent layer increased, and the number of negative charges in the diffusion layer decreased, then diffusion layer became thin, finally induced coagulation of ferric hydroxide colloidal particles as a result of mutual collision.

Using subject history in science education has a long history, but also has been questioned by many aspects. According to the universal problem which the researchers put, this study established 5 kinds of chemical history teaching models: historical-investigative model，scientific story model, concept transformation model, scientific demonstration model and curriculum development model. Combining with the specific case, this paper expounds the operation strategies of chemical history teaching, and pointed out the development direction.