This paper constructed an analytical framework to evaluate the characteristics of chemistry academic proficiency test from the five dimensions of the core literacy of senior high school chemistry, made a study of four Zhejiang province chemistry academic proficiency test papers. The results showed that the Zhejiang province senior high school chemistry academic proficiency test covered almost each dimension of the core literacy in the breadth; the testing requirements of the core literacy were primarily in the middle level in the depth; the percentage of the assessment in the dimension of "scientific spirit and social responsibility" was too low and only a small part of the testing items was related to high-level requirements of the core literacy.

This paper analyzed the value of the teaching content of "the formation of solution" from several aspects, and suggested that the investigation should be used to clarify the students' learning situation and the teaching action tasks based on the learning situation. At the same time, this paper designed the questionnaire to study the students' known and unknown, then made the cognitive development mode of "the formation of solutions" based on the level of students' cognitive development and the curriculum standards, formed teaching design of the inquiry-type by finding an important teaching scaffolding from the mode.

Taking the real situation of "chemistry in automobile" as the carrier, this paper explored the teaching practice to govern the compulsory modules of high school chemistry teaching by theme-based and group cooperation study, improved students' knowledge, ability and literacy from different perspectives, and tried to achieve the transformation of teachers' role from "knowledge-authority" to "leadership of equality". This paper also aimed to magnify the teaching space to limitlessness, play a great role in mobilizing the students, and promote the transformation of learning methods to achieve students-centeredness.

This paper aimed to explore high school students' cognitive structures and identify their learning difficulties of ‘periodic table and law of elements’ by using the flow maps method. Quantitative and qualitative analysis data showed that: (1)students tended to use describing and conditional inferring information processing strategy to construct knowledge; (2)there was significant correlation between misconceptions in the cognitive structure and the incorrectly use of comparing and contrasting strategy; (3)the logical order of students' knowledge construction was always from "Table"to "Law"or "Structure"; (4)students focused on remembering the rules and often ignored the nature of the reasons.

Centered around understanding of the salt solution properties, through experimental inquiry and group cooperative learning, this paper established the thinking method of understanding material property with particle view, integrated the properties of salt solution dispersed in element compounds and electrolyte solutions, and established the relationship between salt solution properties and chemical equilibrium movement principle, redox principle, complex reaction principle and electrochemical reaction principle.While perfecting the core knowledge construction, focusing on the view of particle, the essence of salt solution could be understood well based on the existence of particle in salt solution and its interaction with particle of added reagents. In this way, students could have a relatively high level of perspective, via combining microcosmic, dynamic and balance, to achieve utmost understanding of the whole concept. The main point was exploring the nature of salt solution guided by the view of particle.

This paper put forward the corresponding teaching strategies based on deep learning, and provided some references for cultivating students' higher-order thinking and promoting students' deep learning through analyzing teaching cases from following 5 aspects: setting real situations, integrating meaningful connection of learning contents, designing inferior structure field of migration related to the production and life, setting the critical space of dangling, selecting continuous attention evaluation and so on.

This paper carried out the teaching practice of "ionic reaction" digital experiment, and used two-tier test tool and SOLO classification method to test its effect. The result showed that digital chemistry experiment could promote students' conceptual change.

Social responsibility was the core literacy of chemistry discipline. According to the influence of chemistry on environment and social life, this paper designed questionnaire survey to investigate social responsibility of residents of higher education, secondary education and elementary education, and analyzed their social responsibility performance from 4 aspects of approval degree, correlation degree, analysis degree and participation degree. The data statistics, data phenomena and conclusions indicated that the education of social responsibility should be emphasized in chemistry teaching, and suggestions on teaching, learning and evaluation of social responsibility should be clarified from instructional objectives and instructional design.

It was difficult to observe the detailed process of Cu-Al displacement reaction in aqueous solution because the reaction rate was fast and the vision was disturbed. This paper transferred the reaction to agar gel containing ions, beautiful branch-like copper crystals could be observed more clearly, and the reaction process was photographed with students' mobile phones, which could well describe displacement reaction and the corresponding primary battery reaction process.

This paper studied the effects of temperature, pH, concentrations of potassium permanganate and oxalic acid on the rate of reaction between potassium permanganate and oxalic acid in the buffer solution consisting of sodium bisulfate and sodium sulfate. It was found that increasing the temperature, decreasing the pH or increasing the concentration of oxalic acid could accelerate the reaction rate, while the effect of the concentration of potassium permanganate on the reaction rate was not obvious.

Aluminium is an active metal, when sodium hydroxide solution was electrolyzed with aluminium as anode, in theory aluminium should lose electrons became aluminium ion dissolving in sodium hydroxide solution. Through experiment this paper obtained that the essence of electrolyzing sodium hydroxide solution with aluminium as anode was electrolyzing water, the produced oxygen could form a layer of dense aluminum oxide on the surface of aluminium electrode, and the aluminum oxide was insoluble in sodium hydroxide solution.

This paper analyzed and confirmed that the final state of a reversible reaction was the balanced state, and the free energy of balanced state was less than that of the state of reactants and products. It indicated that the spontaneity of reversible reaction could be judged by its Gibbs free energy change (ΔG).

Sulfur dioxide can fade fuchsin solution, and it is a typical experiment in senior high school chemistry textbooks. This study illustrated the mechanism of sulfur dioxide making fuchsin fade from experiment. On the other hand, we also discussed the mechanism based on the view of energy by using Gaussian 09 and GaussView 5.09 as well as auxiliary quantization software Multiwfn 3.3.9 to compute basic fuchsin,SO₂,HSO₃^-,SO₃^2- space structure, charge distribution, frontier orbital symmetry, frontier orbital energy, and the atomic contribution of frontier orbitals, and found that the fading ability of sulfur dioxide, bisulfite and sulfite to alkaline fuchsin was SO₂ < HSO₃^- < SO₃^2-. The chemical reaction equations for sulfur dioxide fading basic fuchsin were presented.

Take 3 kinds of journals Chinese Journal of Chemical Education, Education in Chemistry and Teaching and Learning Reference for Middle School Chemistry as research objects, through retrieving CNKI and consulting the original literature, this paper analyzed statistically the literature on integration of hand-held technology and chemistry teaching from 2004 to 2014 from several aspects: the regions, affiliations, cooperation of authors, the time and content of papers. And the development, the current situation, the existing problems and the trend of the integration of hand-held technology and chemistry teaching were discussed.