This paper explored and considered the scientific risk perception and decision-making consciousness in high school chemistry experiments, analyzed the present situation of scientific risk education in high school chemistry experiments, discussed the ways of scientific risk perception and decision-making in chemistry experiments, expounded the significance of developing students' scientific risk perception and decision-making consciousness in chemistry experiments.

This paper compared the changes of chemical experiments in several versions of Chemistry 1 published by People's Education Press, analyzed the reasons of the changes, and obtained some enlightenments on experiment teaching and chemistry teaching experiments.

Based on the bounded rationality and taking "industrial production of chlorine" as an example, this paper analyzed the limitation of teaching design of chemistry experiment which was a rational activity, put forward some suggestions about the teaching design based on the bounded rationality, and hoped to help teachers improve the understanding of experiment teaching design and advance its scientificalness and effectiveness.

This paper analyzed high school students' cognitive development from compulsory stage to optional stage based on the theory of cognition and high school students' chemical equilibrium cognitive model, implemented teaching designs of promoting students' cognitive development, and compared it with traditional teaching designs that attached importance to knowledge. The test data showed that teaching designs of promoting students' cognitive development was better. This paper also suggested that teachers should fully tap the cognitive functions and values of chemical equilibrium constant and implement classroom teaching around chemical equilibrium constant to build and develop students' cognition.

This paper selected 27 classroom videos from the competition of high-quality chemistry lessons of the junior high school chemistry in Jiangsu Province of China 2013. Classroom observation and statistical analysis were used to study the characteristics of classroom introduction of the high-quality chemistry lessons. This study found that classroom introduction of high-quality chemistry lessons had characteristics such as proper occupation time, paying attention to set learning contexts, emphasizing good interaction between students and teacher, achieving the corresponding functions and so on.

Based on the principle of determination of mixed base, this paper used white vinegar and purple cabbage juice to determine the composition of edible soda. This determination method was effective proved by the significant difference test of average values.

This paper designed closed experiment device of sulfur burning in oxygen by using filter flask, glass rod, combustion spoon and balloon, solved the pollution problems, and thus cultivated students' innovative ability and consciousness of environmental protection.

This paper expounded the statistics and analysis of the content selection and arrangement of chemical history in four versions of grade nine chemistry textbooks, and found that the number of teaching materials of chemistry history was increasing with the deepening of the new curriculum reform, and their educational value had been widely recognized. Although contents arrangement of chemical history in textbooks were well illustrated, but there still had room for improvement:The introductions of chemists were too simple, and introduction perspectives were not comprehensive enough; the descriptions of chemistry development were confined to the contributions of individual scientists and isolated scientific events; the learning form of chemical history was single. In order to play the educational function of chemical history better, this paper suggested that chemists' images should be more plentiful, chemical research processes should be more complete and true, and we should design rich learning activities of chemical history to make students to pay more attention to learning chemical history.