Starting from the definition of glass, the history of its development and the production principle, this paper pointed out the change of the characteristics of glass structure in four kinds of widely used processing technology. Based on the relationship between structure and performance, the microstructure foundation was analyzed. In addition, this paper made a brief introduction to the classification of glass and some common glass, and then made a prospect for the various characteristics of glass.

This paper briefly introduced the relationship between the five levels of SOLO thinking levels and conceptual learning, and then put forward the following strategies of using the concept maps to enhance students' SOLO levels: Making full use of the original knowledge to break through the pre-structural level; longitudinally discussing conceptual classification to break through the unistructural level; horizontally expanding comprehensive choice to break through the multi-structural level; cooperative exchanging and learning from each other to break through the relational structure level.

According to the curriculum requirements and the present situation of teaching and learning, this paper pointed out 3 core questions in the teaching of double decomposition reaction in junior high school. According to junior high school students' cognitive level and psychological development characteristics, combined with teaching practice summary, this study summed up the targeted teaching strategies such as constructing the concepts of three kinds of materials, further understanding the learning progressions with three stages and judging the conditions with two angles, which could help students to understand the driving force of double decomposition reaction, and to break through the key points and difficulties in the study, so as to promote the students to form the concept that the material could be transformed under certain conditions.

The entropy theory is such an important law of nature that has been also regarded as "a novel worldview". Entropy is a being deepened and generalized conception. The teaching process should be a transformation process from low level to senior level order, that as from "high entropy" to "low entropy". Chemistry classroom teaching under the guidance of entropy theory requires teachers to use teaching system as an opening mode, requires the transition from lower orderly to non-equilibrium status, input new teaching tools and modes:"Fluctuation", and reach a new higher orderly phase through the non-linear effect, which has been illustrated by "the transfer of chemical energy to electrical energy" in the class. This kind of teaching mode will create a wide thinking space and an all-round, multi-level and multi-channel environment for students' study.

This paper analyzed the types, durations and teaching-learning processes of the Instruction Behavior Pairs (IBPs) in the experienced teachers' and novice teachers' ordinary classrooms, and found that the quality of the experienced teachers in each small Instruction Behavior Pairs and the teaching behavior transformation was better than that of novice teachers. The novice teachers' classroom time utilization rate was lower than that of the experienced teachers. In the ordinary classroom, experienced and novice teachers both should take more higher levels of IBPs, and novice teachers should pay more attention to students to lead them thinking deeply, and participate in class actively.

After defining the core conceptions, this paper designed three written chemical argumentation tasks about the core content of the high school chemistry courses. In each test, the contents of the tasks were the same, while the evidences were presented differently in text, table and graph. The competence of written chemical argumentation of 135 high school students had been tested. The results of all tests were analyzed according to the Toulmin's argument pattern, and the influences of evidence presentation and students' academic performance on students' competence of written chemical argumentation had been found.

Applying the method of literature research, this paper discussed the status, value and future research direction of augmented reality technology in chemistry teaching. The results showed that the augmented reality had a wide application prospect in chemistry teaching, and would bring the new change of chemistry teaching method and teaching pattern. The research on chemistry augmented reality teaching should put the emphasize on the shift from the technology application to the integration, and pay attention to the study of learning process, seek breakthroughs in hardware, technology and professional development of teachers. In addition, it was necessary to examine the application of augmented reality in chemistry experiment teaching and educational reality in a rational perspective.

This paper adopted Unity3D software to simulate the laboratory preparation of chlorine, from establishing the model, writing the code to the final release, which demonstrated the strengths of chlorine laboratory preparation by Unity3D software in terms of the obvious experimental phenomena and the remarkable application effect.

Based on STEM education, this paper introduced a simple and efficient method to prepare manganese dioxide-loading sodium alginate microcapsule, and guided students to inquire the optimum conditions for decomposition of hydrogen peroxide catalyzed by these microcapsules with handheld technology. This experiment was simple to operate, non-pollution, with obvious phenomena and less reagents, through which students not only observed the experimental process more clearly but also deepened understanding of quantitative research.

This paper studied the oxygen absorption corrosion experiment of nails in 8 solutions by handheld technology, and analyzed the phenomena by quadruple representation, it indicated that the pH had a great influence on the oxygen absorption corrosion rate, and chloride ion increased the corrosion of nails.

Using hand-held technology, this paper measured the temperature changes of providing water reagents and iron powder in the reaction between iron and water vapor. It was found that the temperatures of the providing water reagents were under 100 ℃, and the reaction temperature was about 500~600 ℃. Based on this, this article selected clay which could absorb water easily to do the experiment and achieved good results, which indicated the law was right.