In this paper, we briefly introduced the discovery and research of selenium, especially selenium-containing polymers and their applications in biomedical and self-healing materials.

Based on the textbook difficulty model-two dimensions and four parameters established by YAN Chun-Geng, this paper mainly focused on evaluation of integrated breadth and characterized depth in the content of hydrocarbon compounds in high school organic chemistry. The countries referred were China, the United States, Singapore, Australia, Japan and the United Kingdom. It was clearly found that the integrated breadth of the content in six countries' high school chemistry textbooks had no big difference, but the depth of its representation was quite different. American textbook focused on students' ideas and methods for understanding materials. Japanese textbook focused on basic knowledge and skills. Chinese textbook combined conceptual interpretation with sample analysis. British, Singaporean and American textbooks valued highly on situational reasoning or comparison, which were more instructive for learners.

Taking Singapore junior high school chemistry textbook Chemistry Matters as a research subject, combined with the new scientific teaching outline and PISA, this paper analyzed the textbook experiment mainly from experiment content, design intent, presentation and core literacy. Summed up the setting of Chemistry Matters textbook experiment had the characteristics of “content keeps pace with the times, design focuses on practice, presentation highlights the chart, and activity process strengthens question guidance”. It was hoped that provided enlightenment for experimental content writing in our country junior high school chemistry textbook, also for the teachers and students to carry out effective exploration activities.

Through daily observation and questionnaires, it was found that most senior high school students in Zhejiang misunderstood chemistry. This paper probed into the causes from the perspective of the contents of senior high school chemistry curriculum and examination syllabus, listed some facts related to teaching, and gave some suggestions on the examination syllabus. This paper also listed a number of cases of imprecise organic chemistry test questions and imprecise narrations of front-line teachers, reflected the causes and consequences, and then gave some relevant suggestions.

Under supervision of the teacher, students acquired a deeper understanding through project-based learning entitled “Reexploration of the principle of electrochemical corrosion of steel”. This article introduced how teachers have proposed, designed and implemented this project. In addition to typical electrochemical corrosion of metals, students also learned oxygen concentration cell corrosion and found a simple criterion to identify oxygen concentration cell corrosion. After completing the project, students employed mind maps to reconstruct the knowledge network of metal corrosion principles and corrosion prevention methods.

As curriculum resources have gradually become open, shared and socialized, society has been an important place to implement teaching activities. Taking the theme of “water purification and water resource conversation” as a teaching example, this paper puts forward the development ideas and teaching process of social chemistry curriculum resources. Through hands-on practice of social curriculum resources in pre-learning, the chemistry classroom was extended to the social field; In the presentation and evaluation, the effective resources were associated with classroom learning to achieve an effective link between knowledge and life; In the process of consolidation and evaluation, knowledge construction was completed and consolidated so as that students could touch true and useful chemistry.

Taking the teaching of “Iron Salts and Ferrous Salts” as an example, starting from a situation of “warm baby”, this paper created three problem situations “what changes have taken place before and after the use of warm baby” “what is the possible valence state of iron in warm baby after use and how to validate it” and “how to recycle the iron element from warm baby”. We could cultivate students' chemistry discipline core literacy about “macroscopic identification and microscopic analysis”“evidence reasoning and model recognition” “scientific inquiry and innovation consciousness” “scientific attitude and social responsibility” by guiding students to actively carry out inquiry learning and problem solving, which provided case references for teaching design based on chemistry discipline core literacy.

This paper introduced the trace element iron necessary for human body and the magic way of iron supplement in life, set up the life problem situation to learn the properties of iron and its compounds and their applications in production and life, used the valence and category two-dimensional diagram to improve the transformation relationship of iron and its compounds, and thus cultivated students' core literacy.

The thinking tool of “aesthetic logic tree” is put forward to solve the problem of hollowing, superficiality and narrowing of aesthetic education in chemistry. The aesthetic logic tree includes multiple logical chains (branches) formed by aesthetic production (trunks), aesthetic feelings (primary branches), aesthetic appreciation (secondary branches), and aesthetic extensions (tertiary or higher branches). The essences of the three branches are obtaining aesthetic from the experimental phenomena, analyzing the causes of the aesthetic and associating aesthetics similar to other things. The cores are external form, internal laws and universal relations. Both essences and cores are progressive. The aesthetic logic tree takes “aesthetic” as the internal logic, so it can extend indefinitely across the boundaries of disciplines and link experimental phenomena, scientific laws, and even all the things to promote the marriage of chemistry and aesthetics, even the great integration in all fields and disciplines.

Taking 2014—2018 senior high school entrance examination of Guangdong province as an entry point, this paper analyzed the typical questions and tried to compile new questions, discussed the practical significance of studying junior and senior high school chemistry cohesion teaching, and strategies for teaching and preparation for examination.

Using the Delphi method, the community of 30 experts from the universities and high schools made effective decision-making and authoritative consensus based on the background of China's social development and the overall development needs of students, as well as their own experiences, and obtained that the high school chemistry curriculum should focus on cultivating students' nine key competencies and conceptions that meet the needs of lifelong development and social development.

Based on the SOLO taxonomy, a criteria of scientific argumentation ability was constructed and using “Global Warming” as the topic, a survey was carried out to evaluate the scientific argumentation ability of 327 students from grade 9 to 12 in a middle school in Guangzhou. The results showed that the overall of middle school students' argument ability was relatively low, which was between the uni-structural and multi-structural levels. The scores of the argument elements were: evidence > reason > claim > rebuttal, where the scores of evidence and reason were significantly higher than the scores of claim and rebuttal. There were no noteworthy differences in male and female students in all grades. In the results of evidence score, students of grade 12 were much higher than grade 11, and grade 11 students were significantly higher than those grade 10; in the scores of reason, students of grade 11 and 12 were notably higher than grade 9; and there was no considerable difference between the four grades in claim and rebuttal parts with low scores. The advance of this work was applying the SOLO taxonomy as an evaluation scheme in scientific argumentation, which broke through the previous evaluation model of argumentation that only based on the available argument elements and their number, thus could further explore the relationship within the argument elements.

Taking Chinese Journal of Chemical Education, Education in Chemistry, Teaching and Reference of Middle School Chemistry as research object, this paper made a statistical analysis of literatures about improvement of high school chemistry experiments in the above journals over the past 5 years. From the angle of metrology to analyze, including the following aspects: the amount of papers, distribution of authors' areas, organization of authors, the situation of author cooperation, the contents and improved methods. Then this paper discussed the development tendency, some problems existing in the research along with thoughts for improvement of high school chemistry experiments.

Based on the electrolyzing saturated salt water experiment in textbook, this paper designed the simulation device of hydrogen chloride synthesis furnace, which could successfully demonstrate the production process of hydrochloric acid, and the design of experiments was ingenious, safe, green and with obvious phenomena.

“Candles and their burning” as the first inquiry experiment in junior high school chemistry textbook of People's Education Press edition clearly points out the flame division method, which plays an important role in cultivating students' core literacy such as evidence and reasoning, scientific inquiry and innovation consciousness, keen observation and rigorous thinking. But there are some limitations in the actual teaching of the observation method and match stalk burning method on the candle flame division. This paper used the literature research method and the experimental verification method to analyze the causes of limitation: carbon precipitation capacity of fuel, the difference of material structure and so on, and put forward the corresponding improvement suggestion. The aim of this study was to enrich the research content of flame division, and to provide reference for scientific and effective flame inquiry experiment.

The effect of Fe₂O₃ as catalyst on the decomposition of hydrogen peroxide was found to be weak, which was not consistent with the literature. Based on this, this paper described the catalytic performance of Fe₂O₃ in chemical production and its catalytic mechanism, indicated that the performance of Fe₂O₃ with different crystal forms was different, and analyzed the reason of different effects of hydrogen peroxide decomposition. It was found that the γ-Fe₂O₃ crystal form had strong catalytic activity under laboratory conditions, and the long-term preservation Fe₂O₃ powder after 30 minutes of burning helped to improve its catalytic activity.