Based on senior high school chemistry knowledge of electrochemistry, this article introduced the basic structure, working principle, electrode reactions, present status and prospects of the rechargeable lithium-air battery which would have a revolutionary impact on the energy storage field of electric vehicle.

Taking the discovery history of carbon dioxide as the main line, this paper made the teaching design based on integration of chemistry history, daily life and teaching, guided students to explore through experiment, construct knowledge and apply knowledge to daily life, in order to achieve the teaching goal of improving students' scientific literacy.

This paper chose Chrysi and Douglas's argument map as basic paradigm, and then optimized it, and extracted the 4 basic elements of the proof diagram:the central issues, supportive arguments, objectionable arguments and hierarchy. This paper also expounded the instrumental function of argument diagram for beginners to learn scientific argument:building the scaffolding for the scientific argument, making the argument process visualization and evaluating the students' argument ability. This paper put forward four steps to conduct scientific argument with the aid of argument map:the choice of topics, the collection of evidence, the drawing of hierarchy and the implementation of scientific argument. Finally, this paper took the teaching design of "primary battery" as an example to illustrate the steps in the process of scientific argument with the aid of argument map.

This paper tried to construct the teaching design model based on scientific argument. Taking the teaching of atomic structure as an example, and considering 3 key elements (claim, reasoning and evidence) of scientific argument, this paper used this model to allow students to experience the process of reading, looking for evidence, reasoning and finally proving the rationality of the hypothesis, and so on, in order to develop students' abilities of scientific reasoning and understanding of scientific development.

Using comparative experiment method, this paper carried out comparative study of the flipped classroom and the traditional classroom in two parallel classes, and found:the flipped classroom teaching mode could stimulate students' learning interests and improve their learning enthusiasm, could help teachers to develop their teaching as leading role and highlight dominant position of the students' learning, could help teachers to better grasp the students' learning process, could effectively improve the students' learning achievements.

In order to accurately grasp the status of chemical history teaching in junior high school chemistry in Inner Mongolia area. 603 students of 10 junior high schools and 113 chemistry teachers of 38 junior high schools in Inner Mongolia were chosen to do the questionnaire. The results showed that the students had strong interests in chemical history, and they were eager for stimulating their interests in chemistry learning, clarifying the context of knowledge, improving their ability to innovate and inquire, learning scientific research methods by learning chemical history. However, there were many problems in the chemistry teaching practice, such as single teaching method of chemical history, the low degree of chemical history into the teaching, and the severe restriction of chemical history teaching by examination system. According to the existing problems, this paper put forward "four lines" teaching mode of chemical history fused into high school chemistry teaching.

Taking chemical formula and chemical valence exercises comment as an example, this paper discussed the application of doorway learning network and APP in the exercises comment class. Not only students could be evaluated quickly both inside and outside the classroom, but also teachers and students could interact with each other in teaching. It was easy to accurately grasp the objective and true learning status, and teaching strategies could be applied reasonably and effectively.

The corrosion of iron nail was usually taken place in aqueous solution. Because of the diffusion effect, the products from redox reaction would be mixed quickly, which caused many difficulties for detailed observation of the reaction process. This paper transferred the reaction to agar gel containing indicators, the reduction area and oxidation area formed in a spontaneous redox reaction of metal corrosion could be identified clearly. With digital equipment, the corrosion process of iron nail, as well as some pairs of metals, could be recorded and analyzed carefully. This method helped to improve the observation of oxygen adsorption corrosion of metals and the corresponding primary battery structure between metals.

Applying hand-held technology pH sensor, this paper discussed t-pH curve when NaOH titrated FeCl₃, and measured the pH curve of FeCl₃ reacting with NaOH under optimum concentration. Using the origin 9.0 to analyze the experimental data, combining the theoretical value and macroscopic experimental phenomena, this article analyzed and determined the initial precipitation and complete precipitation pH of Fe³⁺, then analyzed the pH curve and experimental phenomena with quadruple representation theory in detail. Besides, during the experiment a simple method to prepare ferric hydroxide colloid was found.

According to the scientific principles for experiment improvement and based on the practice of high school chemistry teaching, this paper compared and analyzed these experiment improvements regarding "reduction of cupric oxide by charcoal" in literatures from three aspects respectively, including selection of reactants, heat source and reaction apparatus. Through combining with the teaching practice, this paper also made an explicit design for the experiment and put forward specific suggestions for improvement.

This paper adopted ziplock bags and plastic spot plate to design experiment, selected diluted hydrochloric acid and NaClO solution to prepare Cl₂, and used filter paper to enlarge the contact area of the solution. The experiments on Cl₂ properties, such as oxidizability, reaction with alkali, bleachability of chlorine water, and test of chlorine ions could be well completed. This microscale experiment was green and easy to operate.

This paper introduced the origin, development and annual theme of American national chemistry week, and focused on three experimental activities, four science reading and the "future chemist" plate of the national chemistry week in 2015, then obtained four enlightenments:(1) established an online and offline resources system for chemical education; (2) reflected the chemical core literacy; (3) paid attention to integration of multi-discipline; (4) strengthened the popularity of chemistry and enhanced the affinity.

Based on the teaching of history of chemistry, this paper took the college entrance examination questions as the carrier, and the compiling history of Periodic Table of Elements as a clue, let students think and solve problems as what scientists did in the process of the sequence of events about the periodic table of elements, and let students reveal scientists' thinking patterns and research methods; and then encouraged students to transfer them to solve practical problems. It ultimately helped to cultivate students' thinking ability and problem-solving ability, and guided students to form a scientific world outlook and promote students to understand the nature of science.