This paper analyzed the technical parameters and the reaction principle of lead-acid battery, nickel metal hydride battery, lithium-ion battery and fuel cells, and discussed the battery safety, fast charging, power consumption cost and mileage calculation method. It provided situational materials for the teaching of core dynamic components of new energy transportation.

Using the second-order diagnostic test as the main tool, the mental model construction of “methane” in senior one students was evaluated. Based on the four knowledge points of methane molecular structure, methane stability, methane oxidation reaction and methane substitution reaction, this paper made statistics and analysis on the types of mental models and the proportion of students who hold them, and probed into the related learning difficulties. It was found that students had constructed four kinds of 7 kinds of non scientific mental models.

This study uses SEC alignment analysis tool to analyze the alignment of test questions and Compulsory Education Chemistry Curriculum Standards (2011 edition) in 2016-2018. It is proved that the test questions and curriculum standards does not have statistical significance. Considering the content elements and the cognitive level distribution, there are significant differences between the test and curriculum standard of three years.

In this paper, the experimental process of hydrogen peroxide decomposition catalyzed by Fe³⁺ was explored. It was proved that the chemical properties of some homogeneous catalysts changed after they participated in the reaction. It helped students to understand the concept of catalyst thoroughly and comprehensively. Then, the comparison and summary of homogeneous catalysts and heterogeneous catalysts were made, especially the influence of scale on the activity of catalysts. In this paper, a new type of heterogeneous catalyst magnetic Fe₃O₄ nanoparticles was designed and prepared from a scale-based perspective, and its catalytic decomposition process of hydrogen peroxide was investigated experimentally. It was compared with the catalytic process of Fe³⁺. The scale-based approach was taken as the starting point for thinking about the problem. It guided students to understand the design idea of the frontier of scientific research (monoatomic catalyst) and constructed students’ understanding. The concept of material scale promoted students to further understand the nature of science and subject value, and cultivates students’ innovative consciousness.

Taking precipitation titration as an example, this paper expounds the quality-based in-depth review of chemistry in senior three in senior high school. The teaching background and review objectives are analyzed,the teaching process is presented in detail,it also tests and reflects on the teaching effect. The key to quality-based in-depth review of chemistry in senior three: creating real situations and stimulating learning desire; solving real problems and developing higher-order thinking; integration of teaching, learning and evaluation to promote literacy improvement.

Based on the elements analyzer, mass spectrometer, infrared spectrometer and other modern analyzers, the possible hypothesis of the molecular structure of glucose was put forward, which was confirmed through experiments, and the ¹H-NMR map was combined to corroborate the molecular structure of glucose, so as to establish the model of the molecular structure of glucose and provide a paradigm for the molecular structure of organic compounds.

This research put forward the theoretical framework of competence-based classroom instructional behavior observation through comprehensive consideration of the relevant literature on domestic and international classroom teaching behavior observations and the nature, characteristics, and requirements of core competences education. Four typical cases based on the theme of aqueous solution were selected, and the literacy-based teaching behavior theory framework was used to encode and analyze them. By analyzing and discussing the time and frequency of each behavior and the selection of material evidence in the scene, the competence-based classroom was divided into four levels, each level was qualitatively described, key teaching behaviors were extracted, and core teaching behaviors between different levels were summarized.

This paper expounds the influence of the model materials difference on the students’ concept cognition level by using three courses of the “molecules and atoms” as the carrier. Through the method of control variables and the research methods of “pre-test questionnaires, class teaching, pro-test questionnaires and interview questionnaires”, the following conclusions are drawn: (1) It is more beneficial for the students to construct the concept of “molecules” and “atoms” by using the pedagogical analogical models, and it is more beneficial for students to construct the concept of “explaining physical change and chemical change from microcosmic angle” by using iconic and symbolic models. (2) From the perspective of knowledge, the use of iconic and symbolic models to organize teaching can help students to construct the concepts of “molecules and atoms” to a higher level. From the view of modeling ability, the use of iconic and symbolic models teaching can cultivate students’ abilities of image recognition and description, and it can cultivate students’ abilities of practice and space modeling by using pedagogical analogical models. Using two models at the same time to teach students the best degree of concept constructions and the level of concept construction is higher. (3)At the same time, the author puts forward some suggestions on the compiling of teaching materials, teachers’ teaching methods and students’ learning methods.

The new curriculum standard puts forward new requirements for the teaching of elemental compounds. Based on the investigation of the teaching status of elemental compounds in four schools in Beijing, this paper proposes key teaching points for the teaching of elemental compounds in the context of core literacy based on the elemental compound recognition model: one is the effectiveness of teacher-student dialogue, and the other is material functionalization of classification and redox.

Taking “exploring the chemical problems in food deoxidizer” as the subject of project based learning and exploring the main components,deoxidization principle and energy transformation form of food deoxidizer as the project based learning,this paper presents the design idea and teaching process of senior high school chemistry teaching based on project based learning,carries out project teaching implementation,and analyzes the effect of implementing project teaching from the aspects of knowledge,ability and accomplishment with the pre-test and post-test,student self-evaluation and teacher evaluation scale.

This study examined the profiles of chemical epistemological beliefs and chemistry learning strategies held by 381 high school students. The relationships between chemical epistemological beliefs and chemistry learning strategies were also investigated by the structural equation model. Results indicated that the participants had higher scores in each dimension of chemical epistemological beliefs, that was, they tended to adopt constructivist-oriented chemical epistemological beliefs; In chemistry learning strategies, high school students tended to adopt deep chemistry learning strategies; In addition, high school students’ chemical epistemological beliefs were significantly correlated with their chemistry learning strategies and students with constructivist-oriented chemical epistemological beliefs tended to adopt deep chemistry learning strategies. At the end, this article provided relevant suggestions for high school chemistry teaching and research in China.

In this study, all the nine grade students in the school were taken as the research objects, and they were divided into experimental group and control group. The “micro lectures” which were designed through collective lesson preparation were uploaded online for students in the experimental group to learn by themselves. After two months’ practice, the students’ self-study ability was investigated, compared and analyzed. Results indicated that self-study with the help of micro-lectures could improve students’ self-study chemistry ability; self-study chemistry ability of girl students was still better than boy students in terms of gender differences; self-study chemistry ability of boy students made significant progress, and the effect of practice was better than that of girls; on the difference of academic level, students with learning difficulties had the greatest improvement in self-study chemistry ability, followed by the middle-level students, and the top students had the smallest improvement in self-study chemistry ability. According to the above conclusions and the experience gained in practice, the following suggestions were put forward: to construct “micro-lectures chain” with the characteristics of chemistry; to build platforms for students’ feedback and teachers’ communication; to construct home-school union to supervise students’ self-study process.

Immersive virtual reality technology has gradually entered the field of education in recent years due to its high immersion, interactivity and autonomy. This paper reviewed the research results and discussed the application of immersive virtual reality technology in science teaching. And reviewed from the following three aspects: (1) the composition and characteristics of immersive virtual reality system; (2) how to apply immersive virtual reality technology to science teaching; (3)the research status and application value of immersive virtual reality technology in science teaching.

Based on the analysis of the teaching goals, contents, status quo of the gas molar volume and the underlying chemical discipline literacy, this article developed the classroom teaching software that directed deep learning and promoted the development of students’ chemistry core literacy. The visual evidence was presented through the teaching software to solve the challenging problems in teaching of gas molar volume and to achieve deep learning.

In order to facilitate students to understand chemical property and variation of ethyl alcohol, this paper improved the two experiments in textbook:(1) the concentration of ethyl alcohol and water was controlled in their reactions with Na; (2) the catalytic oxidation experiment of ethyl alcohol was redesigned, the redesigned device was easy to operate, could detect oxidation product and display mechanism of catalyst dynamically. This paper deepened the educational function of chemical experiment teaching by the innovative experiment, it was beneficial to enhance students’ awareness of evidence, cultivate their precise, serious-minded, factualistic, critical and inovative attitude and spirit. As a result, students’ chemistry discipline core literacy was developed.

The reason for the bubble generation of the Zn plate electrode in the Zn-Cu primary battery demonstration experiment was briefly analyzed, and the experiment was improved by the agar gel method. The improved experiment effectively avoids the escape of H₂ on the zinc sheet, which makes the experimental phenomenon consistent with the theoretical derivation and has a good promotion value.

In recent years, socioscientific issues had attracted more and more attention in the field of science education research, the CiteSpace V and VOSviewer were used to visually analyze 167 related literatures on socioscientific issues included in the core collection database of Web of Science. From the perspective of core authors, core research institutions, co-cited documents and co-occurrence of keywords, objectively analyzed hot topic of socioscientific issues research at home and abroad since entering the 21st century, and found that social science issues were closely related to the research on scientific argumentation, scientific literacy, scientific risk and decision-making and other related topics, socioscientific issue literature mainly included research topics at the three levels of course content, teaching and school. Based on the knowledge map analysis of the literature, obtained some inspirations from the three aspects of the focus of the socioscientific issues topics, the application of teaching strategies and the lack of teaching evaluation.