Based on the principle that the color depth of fuchsin-sodium sulfite solution reacting with aldehyde was in proportion to the concentration, this paper applied a mobile phone to take pictures of methanal solution with 5 standard concentrations reacting with schiff reagent, and made a standard colorimetric card according to color gradation,and then compared the reacted solutions of samples with standard colorimetric card to determine the concentration range. This method had the following advantages:Obvious phenomena, sensitive and accurate, reagent easily available, so it was suitable for high school students to carry out interest experiment and the products in this experiments was suitable for rapid detection at home.

Under the guidance of the Rule Space Model, this paper tried to build an electrochemical cognitive diagnosis model and carry out the research on cognitive diagnosis of chemistry from two dimensions of knowledge content attributes and process attributes. The paper found that the electrochemical cognitive diagnosis model was reasonable; the Rule Space Model had been successfully applied in the basic concept understanding of electrochemistry; 81% subjects groups could be classified as 18 kinds of ideal reaction model, which could effectively guide the individual and class to carry out remedial teaching.

The concept of "particle" in Japanese science curriculum is mainly related to chemistry course. "The existence of particle" is the core concept of particle. It mainly develops students' ability to understand the nature, structure and the relationship between the two, substance is composed of particles including particles, atoms and ions, and the nature of the particles determine the nature of the material. This paper analyzed the selection of the contents of "the existence of particle" in the New Science textbook of Japan from the three aspects such as important facts, core contents and main ideas, and found that New Science paid attention to build the hierarchy of particle model and required the dominance of particle ideas.

This paper explored effective strategies in periodic law review teaching based on construction of cognitive model. Starting with the obstacles after the learning of periodic law and the objectives of cognition and competence development in the learning of periodic law, this paper chose two schools of different students' level to practice periodic law review teaching of two classes. In the process of teaching, this paper selected different models to construct the organizational strategies based on the core of students' cognitive development, constructed cognitive models of "position-structure-nature" and matter nature by gradient teaching tasks. After questionnaire survey and comparing the performance of experimental classes and contrast classes, this paper proved and refined effective strategies in periodic law review teaching based on construction of cognitive model.

Taking aluminum and its compounds as an example, this paper made a survey of 180 senior students who came from Beijing district-level demonstration school using the self-designed test. The results showed that different students had obvious differences on mastery of the chemical elements knowledge. This paper put forward the following teaching countermeasures and suggestions:no matter what the basis of students were, teachers should guide students to analyze the essence behind knowledge; teachers should be aware of different grades of students' individual differences and different learning needs; teacher should emphasize the knowledge structure of refinement in the teaching process that was beneficial to the extraction of chemical knowledge.

Taking "primary battery" and its related concepts for example, this paper mainly investigated the influences of argumentation teaching on chemistry concepts learning of senior high school students. The subjects were 131 high school students, including the control group (n=64) and the experimental group (n=67).This paper tested the students' concept learning about primary battery before and after the implementation of the argumentation teaching. The test results showed that the students in the experimental group were significantly better than those in the control group, the argumentation teaching could significantly improve students' understanding of the concept of "primary battery", and most students held a positive attitude to argumentation teaching during implementation.

Based on the game of "who is the undercover", taking the teaching of "metals and its compounds" for example, this paper used the comparison between experiment group and control group and the interview research, tried to examine the teaching effect and characteristics of the game of "who is the undercover" in chemistry concept review. The purpose of this paper was to provide some valuable solutions to the similar problems encountered by teachers and researchers in chemistry teaching.

This paper designed micro chemical experiments with "drops" as a unit of measurement, together with visualization techniques of phenomena and processes, to observe the unnoticeable details in the droplets. And then took the most typical 3 phenomena (generating bubbles, generating solids, color changes) in chemical reaction as examples to show the visualization effect. This experiment had the characteristics of visualization, miniaturization, family orientation, and interesting, and the required experimental equipment could be replaced with daily necessities, so it was suitable for a home experiment.

This paper used the device of solid and liquid continuous reaction for preparing gas to collect and test the hydrogen, in which the surface of sodium was treated with 502 glue before reacting with water. The experiment innovation function could be fully developed when used in different teaching opportunities.

This paper used some instruments such as test tube, rubber head dropper and Y-type tube to improve the experiment of reaction between copper and concentrated or dilute nitric acid. The experiment was simple and carried out under the completely closed condition with obvious phenomena, and the tail-gas treatment was convenient and safe without any pollution.

This paper explained the following questions from hydrogen evolution overpotential:In Zn(s)|H₂SO₄(aq)|Cu(s) primary battery experiment, how to avoid the production of H₂ on the zinc surface? Why pure zinc and pure iron respectively reacting with dilute sulfuric acid had the same reaction rate? How to explain the fact that lead and sulphuric acid were difficult to react in lead-acid battery? Did the cathode of electrolytic FeCl₂ solution certainly get H₂?