Taking the content of the principle of chemical reaction as an example,this paper makes a comparative study on the context setting of high school chemistry textbooks of China and American,and finds that there are significant differences between the two in the topic distribution and proportion of situation exercises,the source distribution of situation materials,and the degree of problem and situation integration.

Selected “atomic structure” in grade nine textbooks, which are PEP Edition and Nelson Science Perspectives 9, as research subject. A text analysis was made to make comparisons between the two textbooks from the angles of goal guidance, process guidance and evaluation guidance.The results show that the Nelson Science Perspectives 9 textbook is Higher literacy than the PEP Edition on the teaching methods.Based on this,conducted in-depth of teaching attributes about Chemistry Textbooks.

Coordination compounds and coordination bonds are important knowledge of the high school chemical selectivity compulsory course “Material Structure and Properties”. This lesson adopted the “project-based teaching” method. In the process of a series of chemical experiments of inspection of iron element valence in iron tablets, the students reviewed the formation of coordination bonds and coordination compounds. It helped establishing the concept and affecting factors of coordination equilibrium. Then students realized the use value of coordination compounds. The students improved the understanding of coordination bonds and coordination compounds.

POE teaching strategy was used to organize teaching, and the natures of sodium carbonate and sodium bicarbonate were studied with comparative thinking method. Multiple experiments were designed to compare the structures and properties of sodium carbonate and sodium bicarbonate, so as to help learners learn the general steps of comparative thinking and chemical scientific research.

Based on the theoretical framework of chemistry subject proposed by WANG Lei, this study analyzes the theme of “structure of matter” and constructs the disciplinary competence model of “structure of matter” from the four dimensions of core knowledge, cognitive perspective, research object and ability factor. And analyzes the connotation of the disciplinary competence model of “structure of matter”, and delineates the students’ disciplinary competence when they study the theme of “structure of matter”, and then designs the “structure of matter” thematic teaching as a whole implementation of the program. Through the experimental teaching practice, the analysis of the development of the ability of the experimental class and the contrasting class before and after the two different teaching methods, it is confirmed that the teaching method of this research is more conducive to the development of the students’ academic abilities. Finally, this dissertation puts forward the disciplinary-oriented teaching mode of “structure of matter” and the implementation of effective strategies: (1) the overall systematic design of the unit, ability; (2) focusing on the practical application of tasks to solve the explicit output function and value of knowledge; (3) emphasis on core knowledge and understanding of the establishment of the perspective; (4) questioning, explicit understanding of students and cognitive thinking.

Starting from the issues existing in the teaching of complexes concept, this study explored the formation and destruction of copper-ammonia complexes by using the pH sensor and conductivity sensor of hand-held technology based on the TQVC conceptual cognitive model. Firstly, the copper sulfate solution was titrated with ammonia water, and then the copper-ammonia complex solution was titrated with sulfuric acid. At the same time, the pH and conductivity change curves of the reaction process were obtained. According to the Tetra-Representation model, the reaction process was analyzed from four angles: macroscopic, microscopic, symbol and curves. It revealed the essence of reaction and realized the effective construction of complex concept in multidimensional degree.