In order to understand the effectiveness of "making plan" in chemistry classroom inquiry teaching, on the basis of classroom observation and analysis, this paper put forward a system analysis scale of "making plan", and analyzed the case of chemistry classroom inquiry teaching from 3 aspects:the main body of making plan, the process of making plan and the contents of the plans. The results showed that analysis scale of "making plan" for chemistry classroom inquiry teaching could guide chemistry classroom inquiry teaching scientifically and effectively, especially to the design, implementation and evaluation of "making plan".

This paper discussed how to avoid the isolated and superficial design of scientific practice activities. In order to improve the teaching of science, it was necessary to provide students with abundant and appropriate practical activities through the integration, overall and open design principles.

This paper carried on the practice research based on 5 teaching strategies of HU Jiu-Hua's Chemistry Course and the Development of Students' Accomplishment, and expounded the importance of developing the students' cognitive literacy through a number of classroom teaching cases. Teaching must pay attention to the construction of cognitive style. This paper also introduced the problems encountered in the course of practice, and the implementation of teaching adjustment measures, and carried out purposeful and tactical development of cognitive literacy of students to establish the basic chemical concepts for students' lifelong benefit.

Taking the teaching of "the nature of sodium" for example, this paper explored the problems such as "Metallic sodium in water why burning explosion?" "When we meet with sodium metal of accident, what should we do?" and so on, gathered risk perception and decision making in the classroom and extended to the outside.

Based on subject understanding, the teaching design focused on creating real teaching situation and innovating experiment design, enabled students to obtain the knowledge of electrochemical corrosion of metal, to expand cognitive structure, to learn scientific methods, to develop scientific inquiry ability in the process of exploring the principle of warm paste heating and steel corrosion.

This paper investigated the chemistry meta-learning ability of two senior high schools students. The results showed that:The chemistry meta-learning ability was in the middle level, among which the four dimensions of planning, awareness, methodology and summary were relatively low; the level of chemistry meta-learning ability of male students was slightly higher than that of girls, mainly reflected in the planning, remedial and summary, but the feedback of girls was slightly higher than boys; there were significant differences among chemistry meta-learning ability of excellent students, middle level students and underachieving students. Then this paper put forward the measures of training the meta-learning ability on setting the goal for training plan, improving consciousness of that, and enhancing the direct guidance of knowledge and strategy for the meta-learning ability.

Using the instrument for assessing students' perceptions of teachers' knowledge (SPOTK),this paper investigated the knowledge of chemistry teachers from the perspective of students' perceptions. The chemistry teachers' Instructional Repertoire and Knowledge of Students' Understanding were better than Representational Repertoire and Subject Matter Knowledge. There were some significant in some dimensionality by different gender students and different grade students. Then this paper put forward suggestions on how to improve the knowledge structure of cheemistry teachers.

Based on SOLO taxonomy, this paper developed the test tool consisting of 30 SOLO questions and with good reliability and validity. Taking the students of senior two and senior three in Guangdong as the test object, studied the development of the learning level of students. Through a series of difference analysis, this paper found that:(1) Overall, the learning level on the chemical reaction principle of students between senior two and senior three existed significant differences, and the learning level had a spiral rising trend; (2) on different chapters, the learning level of students between senior two and senior three existed significant differences. At the same time, put forward the corresponding teaching suggestions.

Taking the teaching of buret as an example, this paper analyzed how to promote the development of students' thinking through the teaching of experiment instruments. Appropriate teaching situation should be introduced in the teaching process of experiment instruments, so that students could combine their direct experience and scientific development process, and understand the use of experiment instruments, realized the development of thinking ability.

This paper designed digital experiment and V-type tube experiment, combining with the phenomena of electrolysis and pH change curve, in order to guide high school students to understand the change of micro ions in the electrode reaction from quantitative angle and deeply learn the working principle of the electrolytic cell.

From the basic knowledge point of view, this paper analyzed the organic chemistry questions in 31st National Chemistry Olympiad Competition (Preliminary), which could have certain reference significance to the frontline teachers and students participating in chemistry competition.