This paper introduced the goals, contents and implementation process school-based curriculum “preliminary design of chemical inquiry experiment”, studied the correlation between school-based curriculum and improving students' innovative consciousness. Combined with the results of this study, this paper put forward some suggestions on improving the quality of school-based curriculum of senior high school chemistry.

Taking school-based curriculum “Chemistry in Digital Technology” in Suzhou High School as an example, this paper discussed the problems in the process of developing school-based curriculum “Digital Chemistry Experiment”, including the setting of teaching objectives, the selection of teaching contents, the development of teaching practice and the evaluation of teaching and so on, and provided reference for the development of the same type of school-based curriculum.

From the definition of isomers, types, writing steps, and by the means of showing typical examples progressively, the general method of writing isomers was penetrated into them. According to the instant feedback from 143 students (three classes), after-school interviews and the tests before and after learning to judge the effect of the review, the results showed that this teaching case had an obvious and significant effect.

According to curriculum standard requirements and the characteristics of textbooks, with 8 young teachers performance in the quality class comparison as the material, this paper analyzed the problems existed in the teaching practice, and expounded the ideas of teaching design and teaching implementation from following aspects: respecting students' questions and answers, organizing discussion activities, describing and expressing reaction heat correctly, chemical thought of qualitative and quantitative combination and how to use fossil fuels.

This paper used self compiled questionnaire to investigate the influence factors of 254 students' chemistry learning connection between junior and senior high school in the first grade of one demonstrative senior high school in Beijing. The results showed that the main influence factors were the learning interests and pressure, the difficulty of knowledge and homework, the ways of thinking and so on which took the chemical experiments as the main carrier. Although there were no significant differences in academic achievements between boys and girls, boys were more confident than girls. Boys more expected independent inquiry ways to learn, while girls preferred to lecture-based teaching methods. Boys attributed their success to individual efforts, while girls attributed their success to personal abilities. Moreover, this paper suggested that chemistry teaching methods should be reformed to promote students' learning, teachers should pay attention to students' foundation, quantity and quality of homework, enhance learning confidence based on gender differences, take chemical experiments as the core carrier to cultivate students' scientific literacy.

An error checklist of substances identification and test experiment scheme was designed to evaluate students' written outcome and get students' feedback. The aim of this study was to investigate the effects of feedback on experiment scheme score and writing self-efficacy of students of different achievement levels. The 60 ninth grade students participated in this study. The experimental class received experiment scheme scores and error types but control class only scores. The results of this study were as followed: (1) low score groups of experimental class and control class scored in experiment scheme post-test significantly higher than in pre-test, low score groups of experimental class scored in post-test significantly higher than control class; (2) low score groups of experimental class and control class scored in writing self-efficacy post-test higher than in pre-test, high score group of experimental class scored in post-test significantly higher than in pre-test. Advices of instruction and research were proposed.

This paper analyzed the students' cognitive situation about the principle of double decomposition reaction, and concluded that the primacy effect was the important reason for the cognitive difficulties of the principle of double decomposition reaction. On this basis, this paper further analyzed the influence of the primacy effect on chemistry learning, and strategies for the correct understanding of the principle of double decomposition reaction, including analysis of old and new knowledge to promote positive transfer, cognitive conflict to promote the renewal of ideas, opening inquiry situation to deepen the understanding of nature and so on.

Teachers used continuous problem situations with logical relationship to provide students with continuous learning tasks and promote students keep thinking deeper and deeper. There were three conditions for promoting students to think deeply: students' initiative, the time of students' autonomous thinking and thinking tasks. The representations of students' thinking were the ability of summary, logical reasoning ability and the understanding of the essence of problem. Designing evaluation dimension and method would achieve the purpose of evaluating students' thinking process. The practical cases illustrated the feasibility of this method and found evidence to support the students' thinking.

Taking the design and classroom teaching practice of “PX: the superstar of organic synthesis” as an example, this paper integrated socio-scientific issue “petrochemical project PX” into senior high school chemistry teaching activities of organic synthesis, and discussed on 5 aspects such as the tasks design of students advanced learning, situation setting for organic synthesis process, students' position choice in role playing activities, students' attitude and evaluation of learning process, and the evaluation of participating teachers. This study also analyzed the reached situation of teaching effects and learning goals.

This paper expounded four kinds of performances of “difficulties in fetching chemistry knowledge”: students couldn't fetch related knowledge timely, independently, accurately, comprehensively. The reasons were as following: students were unfamiliar with the knowledge contents, not clear to knowledge significance and knowledge links, their knowledge networks were not perfect, knowledge situations were unreal and knowledge was negative transfer and so on. Countermeasures to overcome the difficulties in fetching knowledge mainly included: optimizing teaching methods, paying attention to students' knowledge “output”; creating real knowledge situations, promoting knowledge transfer; centering around core concepts, establishing knowledge links; clarifying the relationships between knowledge, perfecting knowledge networks; carefully designing questions, strengthening self-monitoring, distinguishing between the new and the old, overcoming the interference of thinking set and so on.

The basic concepts of chemistry were defined from 2 different dimensions and 15 indicators, 400 grade one students in a key senior high school located in Jinpu district of Dalian, were taken as examples to investigate their understanding about chemistry basic concepts, the survey data were processed by SPSS 19.0 and Excel 2007. The results showed that the overall level of chemistry basic concepts of students was not high, and the basic concept about facts was in a lower middle level. The concept of elements and the concept of substance transformation were relatively good; however, the particle concept, conservation concept and classification concept were relatively poor.

Taking senior high school chemistry teachers as research object, this paper investigated the use status of chemistry teachers teaching book by means of questionnaires. This study showed that: the frequency, depth and breadth of using teachers teaching book were not high, and the female teachers and novice teachers used teachers teaching book in a high frequency; to a certain extent, teachers teaching book promoted the development of teachers' ideas; the content was the main factor influencing the use of teachers teaching book, followed by teachers' educational idea, research level and knowledge level. In conclusion, some suggestions were given from the perspective of content writing.

This paper got the values of L^*, a^*, b^* of FeCl₃ solutions in different test tubes by using CMOS sensor and software Color Grab of Android smart phone, and imported corresponding data to WPS Office to get the corresponding value of chromatism, then studied the effects of concentration on chemical equilibrium through the comparison of value of chromatism, good results had been achieved.

Preparation and properties of CO₂ are important content in junior high school chemistry. The experiments in textbooks were usually demonstrated by teachers, rather than operated by students. Using plastic cups, plastic spot plates and plastic syringes, this paper designed the integrated experiments of preparation and properties of CO₂ (including density, non-combustion, and solubility of CO₂ and reaction with lime water).The apparatus were small and easy for students to operate in groups, which encouraged students to participate in the experimental activities. Meanwhile, the way and strategies of thinking derived from these experiments provided reference for other experiments.

Preparation of oxygen by hydrogen peroxide in junior high school chemistry textbook did not specify the mass of catalyst, and the powdered catalyst was difficult to recycle and reuse. Through orthogonal experiment method and combined with handheld technology, this paper inquired the optimum conditions for decomposition of hydrogen peroxide catalyzed by manganese dioxide immobilized on cement, and solved the problem of recycling and reuse of the catalyst.

This paper discussed the conditions of success in seven experiments: preparation of acidic potassium permanganate solution, phenothalin solution, chlorine water, KI starch test paper and Fe(OH)₃ colloid, precipitation of proteins with CuSO₄ and Pb(Ac)₂ solution, and provided guidance for high school chemistry experiment teaching.