Sulfur is a non-metallic element and belongs to the chalcogen. The discovery and development of sulfur chemistry has a long history. Sulfur-containing biomolecule, drugs, foods and materials are very common in modern chemistry. Starting from the development history of sulfur, the applications of sulfur chemistry are introduced. The applications of sulfur chemistry in life molecules, medicines, foods and materials, especially the main components of these commonly used molecules in daily life, and the essential reasons for their unique properties are described.

Taking "the protagonist of inorganic nonmetallic materials:silicon" as an example, this paper expounds the ecological classroom teaching based on objective facts and chemical experiments. The experiment on the reaction of sodium silicate solution with hydrochloric acid or carbon dioxide is deeply inquired, and the ideal teaching effect is achieved.

This paper analyzed how to enhance students' abilities to find problems and solve problems in life through model construction, and how to scientifically select living materials based on three-dimensional objectives. Then "Phenol" was taken as an example to demonstrate several important parts of teaching design. And then the key strategies for teaching were put forward by analyzing students' classroom performance and after-class feedback. Methods and examples for teaching the properties of organic compounds based on practical problems solving were provided.

Taking "properties and applications of sodium metal" as an example, this paper analyzed the teaching materials and learning situation, and gave the teaching design which taking the situation as the theme and the knowledge as the dark line:the knowledge as the dark line, the situation as the theme, the integration of situation line and knowledge line. This paper expounded the teaching implementation process, and put forward the thought of teaching design of integration of double lines:the teaching situation needed reasonable narrative design; teachers should pay attention to the use of multisensory cooperative learning and enhanced processing ability of the integration of double lines.

Taking "law of conservation of mass" as an example, this paper selected the scientific revolution, scientific problems, scientific experiments, induction and repetition, interpretation and prediction to analyze the various aspects of science classroom teaching. Through the analysis, the contents of the scientific philosophy contained in each link could be revealed, the understanding of science classroom teaching was more comprehensive, and the understanding of the nature of science was deeper.

Taking the inspection of common anions and cations as an example, this paper expounded how to implement teaching based on curriculum standards. The development of school-based teaching materials provided guarantee for the consistency of standards, textbook, teaching and evaluation, helped to drive classroom activities according to what students should know and could do. According to the quality performance when the standard was achieved, the compilation of examination paper was prior to the teaching design. In class, "teaching" and "learning" should make the target clear. Teachers provided multiple strategies to meet the diverse learning needs of students, such as giving tools, scaffolding and teaching with "micro" inquiry learning, which provided students with sufficient room for improvement.

This paper compiled an evaluation scale for chemistry teaching design ability, evaluated the teaching design ability of chemistry teachers in senior high school, analyzed the problems existing in the teaching design of chemistry teachers, and put forward some suggestions to improve the teaching design ability of chemistry teachers in senior high school. This study showed that:(1) senior high school chemistry teachers not mastered in curriculum knowledge, students' knowledge and evaluation knowledge dimensions; (2) senior high school chemistry teachers were at the basic level in multiple evaluation projects of teaching objectives and teaching strategies of knowledge.

This paper carried out the quasi experimental study in the process of study and training of chemistry teachers by network, actively influenced and intervened the network learning process of chemistry teachers, so as to realize the construction and promotion of teachers' personal knowledge. On the basis of constructing the analysis model of learning activity, this paper analyzed 3 activities of study and training, found that it was necessary to design and intervene in the process of the network activities of chemistry teachers' study and training, encourage and enhance the prestige and centrality of actors, in order to enhance the participation of the members of the community of learners, and promote the development of learning ability of different levels of the members.

Chemical Reaction Principle textbook of People's Education Press introduced the electrochemical corrosion of iron, mainly oxygen absorption corrosion and hydrogen evolution corrosion. Combining with the textbook, this paper analyzed the principle of iron corrosion, it was concluded that the hydrogen evolution corrosion of iron caused the increase of the system pressure, and the oxygen absorption corrosion resulted in the decrease of the dissolved oxygen in the system. Based on this, this paper used the pressure sensor and dissolved oxygen sensor to explore the oxygen absorption corrosion of iron under acidic conditions, and designed orthogonal experiment to find the optimum condition, which helped students further understand the oxygen absorption corrosion of iron.

This paper designed a simple device for measuring reaction rate by controlling temperature, and determined the reaction rate of zinc and dilute sulfuric acid with or without chloride ion effect at different temperatures. The conclusion was that the higher the temperature, the weaker the chloride effect. The temperature range of chloride ion effect was found:the reaction rate of zinc and dilute sulfuric acid was accelerated by chloride ion in the temperature range from 27℃ to 57℃, and the effect of chloride ion on accelerating the reaction rate was weakened in the temperature range from 62℃ to 87℃.

This paper inquired the effect of the concentration and type of electrolyte solution on the current of two liquid copper-zinc primary batteries by using hand-held technology. It was concluded that the concentration of anode and cathode electrolyte solution was positively correlated with the current of primary battery in a certain range, the larger the concentration, the greater the current, and the type of cathode electrolyte solution had a limited effect on the current.

This paper illustrates that we should pay attention to timely evaluation in inquiry experiment:Before the experiment, focusing on guiding students how to conduct self evaluation; in the process of experiment, focusing on guiding students how to carry out active evaluation among students and the timely evaluation between teacher and students; after the experiment, focusing on teachers' guidance, supervision and evaluation, guiding students to reflect, summarize and improve, at the same time pay attention to the effective integration of experiment.

This paper elaborated the principle of crystallization (recrystallization) and analyzed the teaching requirements in high school chemistry on the basis of curriculum standards. It was concluded that the teaching goal of crystallization (recrystallization) in high school chemistry was not the subject knowledge teaching of crystallography or a simple training of experiment skills and methods, it should be the auxiliary teaching around the core concept of "solubility and its application"; the cognitive boundary should be the understanding of solubility concept in separation and purification; a good grasp towards the cognitive boundary of basic science education content, was the difference between the scientific research and science education, scientific research achievement and science education material.

The atmosphere contains 21% oxygen, the inquiry experiment of creating an oxygen-free environment to eliminate the interference of oxygen often appear in high school chemistry teaching. Some people put forward the method of isolation of oxygen by organic solvent, this article conducted the research from the dissolution theory and experiment, confirmed that the organic solvent could not isolate oxygen.

This paper inquired the reaction between Fe³⁺ and S^2- in aqueous solution,and obtained some conclusions:The precipitation of Fe₂S₃ formed was considered to be kinetically controlled, While S and Fe²⁺ as the oxidation-reduction reaction products were thermodynamically controlled; Fe₂S₃ could react with Fe³⁺ to generate S and Fe²⁺, and Fe₂S₃ was unstable under acidic condition; Fe³⁺ tended to react with HS^- under weak basic condition;[Fe(H₂O)_6-n(OH)_n]^(3-n)+(n=1,2) was the main hydrolysis product of Fe³⁺ in aqueous solution, and its oxidability was very weak, so it was hard to oxidize H₂S and HS^-, but it was easy to react with S^2- to generate Fe₂S₃ precipitation with small K_sp value.

This paper analyzed and summarized 29 master degree theses related to high school chemistry micro-lecture teaching research, summarized the development and design of micro-lecture from 3 aspects:theoretical basis, design model and design content, and introduced the teaching application status of micro-lecture. Then this paper put forward some suggestions on the application of micro-lecture in chemistry teaching:pay attention to refined and individualized micro-lecture teaching; the design and application of "micro-curriculum"; develop the value of micro-lecture to teachers' professional development; perfect micro-lecture teaching platform.

This paper hackled 625 literatures which related to experimental ability based on the mapping knowledge domain technology, analyzed the hot keywords, and then discussed the subject areas and current situation of experimental ability research in China. Moreover, this paper summarized the contents and characteristics of experimental ability from the perspectives of similarities and differences of scientific disciplines.

Ring expansion reaction was a hot point for domestic and international chemistry competitions in recent years. Through the analysis of the wrong prediction for the two typical ring expansion reaction products, this paper revealed and summarized the causes of the errors, and provided a referential idea correctly judging the products.

Access to the relevant historical data, this paper found that Lavoisier's determination value of oxygen in air was slightly less than 1/6, while the textbook described was about 1/5. Questioned the explanation in literature, analyzed the experimental phenomena and conclusion in the original works, and gave a new explanation to the question why Lavoisier's measured value was smaller than the true value.