This paper selected the knowledge of "halogenated hydrocarbon, oxygen derivatives of hydrocarbons (alcohols, acids) and amino acid" as the study subject, analyzed the cohesion of specific contents of this part from the way of textbook content presentation, compilation characteristics, and the meaning of cohesion, and reflected the characteristics of the increasing and expansion in depth and breadth of knowledge, the improvement of the inquiry activities of the chemical experiment, and the good connection between previous knowledge and new knowledge and so on. On this basis, this paper put forward corresponding teaching strategies.

Based on FLOWMAP and SOLO taxonomy theory, this paper probed high school students' cognitive structures and evaluated their learning levels about chemical equilibrium. The results showed that:the cognition of the concept of "chemical equilibrium" was more clear and rich in the cognitive structure of excellent academic students; the cognitive structure variables (breadth and richness) of students were significantly positively correlated with their scores; the students' learning level of the 6 key concepts in the knowledge system chemical equilibrium was different, especially the students had poor cognition of "pressure factor", the students easily ignored chemical equilibrium constant and lacked of preciseness to carry on the scientific reasoning, the students' cognition structures were not comprehensive and the abstract thinking level was not high.

Taking the teaching design of oxygen for example, this paper discussed how to combine the lecture with information technology in the teaching design, changed the mode of interaction between teachers and students through the integration of information technology, encouraged students to study independently, and realized the practical pursuit of constructing efficient classroom.

Based on empirical study, this paper designed the teaching of "redox reactions" in senior three review class, and took "sewage disposal" as the theme, guided students to deepen their understanding of knowledge in the application of knowledge, promoted students' knowledge reconfiguration and cognitive change by creating the real situation, stimulating the generation of problems, and carrying out effective activities.

Take the senior high school students as research object, according to the results of the preliminary investigation, this paper put forward the promotion strategies to improve the self-diagnosis ability of chemistry learning, and carried out teaching experiments to verify its effectiveness. The experiment showed that the method of using self-diagnosis table was helpful to improve the self-diagnosis ability of students, and the guidance of the teachers and the level of students would affect the final results. According to the results of the experiment, put forward suggestions to guide students to use the self-diagnostic table from the perspective of teachers.

Feedback is the lifeline of teaching, in the teaching, how to give immediate feedback to the students' learning situation is often based on teachers' subjective judgment. The cloud-based class is one of the ways to achieve JiTT (Just-in-Time Teaching). Cloud-based class can realize real-time interaction between teaching and learning, push resources and tasks. It records students' learning behavior real-time through cloud services, and then realizes process evaluation and individualized teaching.

This paper introduced the chemical innovative experiment competitions of high school students from 3 aspects:the planning and preparation of the competition, trial and improvement of experiment, the development and result of the competition. Then this paper concluded the significance of this process:improving students' abilities of experiment designing and operation, stimulating students' interest in chemistry learning, promoting the cultivation of innovation ability.

Using the qualitative evaluation method of PTA scale and the SOLO classification theory, this paper optimized the evaluation of experimental reflection in the high school students' experimental report, and constructed PTA scale and SOLO classification of experimental reflection evaluation, and provided reference for teachers to improve the evaluation about students' experimental operation.

A series of smart microscale electrolysis experiments were designed with fast reaction rate, clear phenomena and less pollution. Common materials such as chalk, test paper and cotton pad were used to absorb salt water as electrolysis cells, while iron nail, aluminum foil and pencil lead were used as electrodes. An ‘invisible’ and planar carbon electrode was made by 6B pencil drawing, and a beautiful chemical ‘cat’ was created by electrolysis on test paper. A sterilizer was designed using a plastic bottle by which hypochlorite could be produced in-situ through electrolysis of salt water. The content of active chlorine in produced hypochlorite disinfectant was 722 mg/L by iodimetry determination.

This paper used carbon dioxide sensor to determine the calcium in Caltrate D, and helped students improve the quantitative understanding and experience a variety of data recording and processing methods, also feel the charm of information technology.

Fe³⁺ and KSCN reacted to produce stable blood red complex Fe(SCN)₃, and the color of image obtained by smart phone was reflected in the RGB value of image. With the increase of the concentration of solution, the color of solution gradually deepened, and the RGB value of the color in image also changed, and the R value of color was linear with the concentration of the solution. The results showed that the iron content of the anti-anemia drugs measured by this method had an error of 5% compared with that measured by UV spectrophotometer. Due to the avoidance of the failure of inappropriate choice of color standard during the experiment, this experiment was very easy to achieve in high school.

Soluble starch, edible sweet potato starch, flour, pectin powder, mashed banana and mashed potatoes as the medium of ion-conducting instead of the agar were studied respectively, the performance of these materials in salt bridge were compared. Experimental results showed that the performance of soluble starch was as well as agar, which indicated that soluble starch was a good candidate for salt bridge preparation. The results provided references for the teaching of chemical experiments in rural high schools.

In view of the lack of ethyl acetate preparation experiment in textbooks,this paper used vacuum blood collection tube to design micro-vacuum distillation device for the preparation of ethyl acetate. It showed that the experiment was easy,safe,efficient and with good effect.

This paper used voltage sensor to measure the voltage of primary battery with aluminum and magnesium as electrode and sodium hydroxide solution or ammonia as electrolyte solution, it was found that electrode polarity reversed in the discharge process. This phenomenon indicated that aluminum could not only react with sodium hydroxide, but also react with ammonia, this conclusion was proved by the tube experiment. While using sodium carbonate solution as electrolyte solution, the electrode polarity did not reverse:the reaction between aluminum and sodium carbonate solution generated basic sodium aluminum carbonate which was difficult to dissolve in alkaline solution, it covered surface of aluminum to avoid the reverse of electrode polarity.