This paper used problem-solving theory to construct problem-solving behavior charts of chemistry test questions. Taking chemistry examination questions for college entrance examination as an example, this paper analyzed the key elements that made up a test paper, collected main errors when students answered questions, established the relationship between the cause of the error and the cognitive characteristics of the subjects. From the view of problem solving, this paper diagnosed the error answer of students, and then analyzed the factors that affect the difficulty of test questions.

Through presenting a classroom teaching record of "Electrolysis", a lesson of the AP chemistry course, this paper expounded the core idea of AP course:Pursuing outstanding, inspiring potential, ended with a reflection from innovation of experimental set-up, development of chemistry core competences, and selection of curriculum contents.

Through analyzing the knowledge requirements of electrolytic cell and the possible learning difficulty for students, this paper proposed the cognitive model of electrolytic cell from dimensions of principle, device and task, and applied the cognitive model in the review teaching of electrolytic cells in grade two of senior high school. The results showed that the design and implementation of the review teaching based on the cognitive model could help improve the students' ability to solve the problems of electrolytic pool. And in the teaching reflection, this paper summed up the existing problems, and pointed out the direction of the follow-up teaching.

Taking the teaching of "composition and structure of organic compounds" for example, this paper put forward the application strategy of chemical history in the classroom teaching, and expounded the practical significance of the application of chemical history to the construction of life oriented classroom of senior high school chemistry.

Bilingual chemistry teaching of micro-course of energy changes was based on senior high school compulsory curriculum, which analyzed three kinds of energy changes in chemistry reactions, including chemical energy and light, chemical energy and heat, chemical energy and electricity. The main contents were as follows, introducing the ingredient and working theory of glow stick; learning how to measure the heat by burning a piece of biscuit; realizing the relations between chemistry theory and real life by knowing about the cold band-aid; more insight about fuel battery by students' experiment of cola battery. The whole lesson consisted of two 45-minut period, and the teaching practice concluded the teaching purposes, compiling of teaching materials, teaching progress of two 45-minut classes and implementing teaching evaluation.

Based on the defect compensation theory in special education, under the guidance of the basic idea, curriculum content and teaching suggestions of compulsory education curriculum standards of chemistry school (2016 Edition), this paper took "a study of a package of driers" in grade nine in the school for the blind as an example, introduced how did teachers choose and develop reasonable experimental content to make up for visual defects by sensory experience, such as touching, hearing, smelling and so on, to stimulate visually impaired students to explore enthusiastically and make them fully participate in the specific practice of the chemistry class.

Taking Chinese Journal of Chemical Education as the research object, through the retrieval of Chinese periodical full-text database, this paper analyzed the contents of the research papers on the application of information technology in chemistry teaching in the past ten years from 2007 to 2016, from the perspectives of theory, resource construction and chemistry application, which aimed to discuss the course, development trend, existing problems and suggestions of the integration of information technology and chemistry teaching in China.

This paper designed combustion-supporting "milk shake" experiment based on the preparation of oxygen by catalytic decomposition of hydrogen peroxide, and micro copper tree experiment based on the replacement reaction between aluminum and cupric sulfate. This two demonstration experiments were simple, safe and with peculiar phenomena. Students had a strong motivation to learn, and achieved a better teaching effect.

This paper tried to open the whole students group experiments in senior high school chemistry by means of improving textbook experiments, compiling school-based textbooks and training teacher's assistants. Moreover, specific practices of related measures were illuminated, so as to provide more insights on opening the whole students group experiments.

Ammonia water do not decompose under the light, so theoretically its storage is not needed in brown bottles, while most manufacturers and laboratories use brown bottles to store ammonia water. Based on this, experimental results showed that colorless reagent bottle is more suitable for ammonia water.

This paper summarized the characteristics of new AP chemistry tests from form, time and the test questions in 2014 to 2016:increasing the number of experimental questions, examining the ability about "scientific practices", strengthening cognition and understanding ability of chart. Then put forward some suggestions for senior high school chemistry teaching and college entrance examination in China.

This paper comprehensively summarized the research status of self-efficacy in high school chemistry education, and found out that the current research mainly focused on two aspects:Self-efficacy in chemistry learning and chemistry teachers' teaching efficacy. Among them, the self-efficacy in chemistry learning was the main object, which included its correlation research, difference research, cultivation and intervention research and measurement. The research on chemistry teachers' teaching efficacy was mainly related to both correlation and difference. But there was a lack of in-depth research about measurement tool, influencing factors, long-term and effective cultivation plans of self-efficacy in chemistry learning, and lack of study of teachers' teaching efficacy in specific situations, so these may provide potential directions for future study.

This paper studied questions of Chemistry Olympiad preliminary contest for Beijing senior high school students in 2017, whose materials originated from real life, manufactures process, research reports in laboratory and chemical frontiers. This contest examined both basic knowledge and ability in senior high school chemistry, focusing on solving real problems with chemistry knowledge. This paper also analyzed the preparing ideas, background and solutions of test questions, which may help teachers and students well prepare for the next test.