Based on the introduction of solo classification theory, this paper analyzes the characteristics and advantages of Chinese and Australian test questions by comparing the differences of SOLO levels, test structure, presentation of test questions, application direction and ability levels of the test contents between VCE in Australia and Jiangsu college entrance examination chemistry test papers in 2017-2018. The purpose of this paper is to let middle school chemistry teachers know more about this method and apply it to the daily teaching, to make it more effective.

How the chemistry review class allows students to truly learn and promote students' knowledge understanding, ability improvement and comprehensive development is a problem that teachers face and think gether. In this paper, the review of the reaction of the core reaction iron and copper sulfate solution in the junior high school chemistry in the practical application of wet copper smelting production is taken as an example,weak points for student abilities,collect rich materials around the core reaction,guide students to simulate the specific reactions that need to be considered when applying actual production,use problem solving as a clue,achieve the purpose of promoting student development.

Analyze students' cognitive barriers of carbon dioxide. With the “capture of carbon dioxide” as the scenario, the three main links of “trying to capture carbon dioxide” “who is capturing carbon dioxide” and “the principle behind capture” form the discipline, the breakthrough of cognitive impairment shows a new way of reviewing the teaching of the senior high school entrance examination.

Based on the perspective of “core literacy oriented”, taking the teaching of “atomic crystal” as an example, this paper analyzes the teaching contents, teaching status and learning situation; takes the development of students' core literacy of chemistry as the main purpose, and formulates the teaching objectives; takes “interaction between particles, aggregation state of materials, material properties” as the main line, and formulates teaching process of “model cognition, construction of concept, evidence-based reasoning, induce properties, microcosmic analysis, inquiry structure, scientific history, revealing value” to achieve the purpose of implementing and developing the chemistry core literacy of students.

Based on the conceptual change model, the elements of typical cognitive conflict map model and its constructive process are introduced. The elements include new perception, discrepant event, misconceptions, target scientific concept, critical event or explanation, relevant scientific conceptions and other supporting perceptions. Building cognitive conflict map about the dynamics of chemical equilibrium as an example, as well as we present relevant teaching design and put forward some suggestions on the implementation of conflict map teaching.

As one of the key competencies in high school chemistry, the cultivation of the “scientific attitude and social responsibility” is always performed as a mere formality. The deep and profound relationship between chemistry and social development can not be understood and identified by the students. In this paper, we performed a series of “reverse thinking” teaching approach in elementary chemistry classes. The core idea of the “reverse thinking” was based on the assumption that one of the elements in the elementary periodic table is disappeared. The students were guided to self-understand the relationships between the elements and development of modern society. Through this teaching approach, the “scientific attitude and social responsibility” could be cultivated in an imperceptible way, while the lofty ambition to building a modern and strong mother country could also be seeded inside every student' heart in the same time.

Based on the concept of “molar volume of gas” in high school chemistry teaching, this study analyzed the necessity of big concepts in teaching, constructed a teaching mode with basic understanding, fundamental problems and progressive teaching activities. This teaching mode was conducive to highlight the value and significance of subject concept and form lasting value and migration of key methods, thinking and abilities.

The theory of UbD focuses on the guidance of the expected goal of teaching. By setting up the evaluation standard first, and then designing the learning activities, the learning goal of understanding the nature of science can be achieved. This paper attempts to use the theory of UbD and its operation mode to design the teaching content of “ionization of acid, alkali and salt in aqueous solution” in senior high school chemistry, and puts forward some thoughts on the promotion and practice of this teaching theory in the future.

Based on the module of mind mapping, the “six-ring” teaching model of “alcohol” has been proposed in the paper, which includes introduction, feedback, interaction, search, improvement and extension. Focused on a series of teaching activities in classroom, such as creative thinking, problem-based learning and discussion, the paper aims to construct and develop core literacy into the chemistry curriculum presented, with the support of teaching situation in life and problem-based method from easy to difficult ones.

Improving the attractiveness of chemistry to students is the premise to promote students to take chemistry as an elective course so as to implement the core qualities of chemistry. Taking the school-based elective course “Chemistry and Archaeology” as an example, this paper expounds about how chemical knowledge is used to solve the problem of archaeological protection of cultural relics with the help of modern technology, material properties, experimental equipment, reaction principle, technology, biochemistry, etc. Abstract chemical knowledge is implemented into archaeological cases, and scenarios are created to help students experience the charm of chemistry, which can improve the practicality of chemical knowledge in general high school teaching in a new perspective.

The literature suggests using explicit nature of science teaching to improve students' understanding of the nature of science (NOS), but the effectiveness of this approach still needs to be strengthened. In recent years, emerging research in the field of argumentation has shown that student participating in argumentation has a positive effect on improving their views of nature of science. Based on the review of international NOS education literature, this study explored the influence of integrating explicit nature of science teaching and argumentation to improve learners' views of nature of science. This study provided recommendations for teaching nature of science. And it also provides a basis for relevant research on effective nature of science teaching in the future.

“Chemical information processing” runs through the entire process of chemistry learning activities and is a core component of chemistry learning capabilities. Based on the Rasch model, the “chemical information processing capability” was constructed and optimized, the capability test and data analysis were carried out. Studies have shown that the data obtained from the test meets the expectations of the Rasch model, and the test tools have good discrimination and reliability. According to the test data, the horizontal distribution of the “chemical information processing capability” of the ninth grade students was displayed, and the teaching suggestions based on the chemical information processing capability were proposed.

In this paper, the crystal structure database and the three-dimensional demonstration of Material Studio (MS) are used to assist the teaching of crystal structure. The demonstration examples and teaching process of typical compound cell structure and metal cell accumulation are designed. The crystal structure demonstration by MS is simple and easy to learn, which can help students better understand the relevant knowledge of crystal structure, realize students' personalized and independent learning, and improve teaching efficiency.

This paper introduced students' chemical experiment inquiry on preparation and properties of Fe₃O₄ magnetic fluids based on STEAM educational concept. The Fe₃O₄ magnetic nano-particles were prepared by chemical co-precipitation method. A fascinating spikes appeared when the fluid was exposed to a magnetic field. The experiment was simple, safe, with obvious phenomena and less reagents, suitable for students' independent operation. This study aimed to develop the creativity by setting scientific questions and making the students to experience the whole process of scientific research.

Mass fraction and dosage of soapy water, hardness of water and temperature and other factors will affect the experimental results of “using soapy water to distinguish soft water from hard water”. At room temperature, soapy water meets hard water to form scum or disperse scum. When the temperature is too high, soapy water will not generate scum when it meets hard water, but it will produce foam. Soapy water can not only compare the hardness of different water in daily life, but also soften hard water.

Aiming at the doubt whether the elemental copper was able to react with hydrogen peroxide and whether the reaction solution with sulfuric acid could accelerate the rate of copper ions catalyzing hydrogen peroxide decomposition, this paper designed experiments about the reaction of elemental copper with hydrogen peroxide solution and the decomposition of hydrogen peroxide catalyzed by copper ions. It was believed that elemental copper could be oxidized by hydrogen peroxide to form copper oxide. Besides, heating the reaction solution could significantly increase the rate of copper ions catalyzing the decomposition reaction of hydrogen peroxide. Another conclusion was that acidification of the reaction solution with sulfuric acid could significantly reduce the rate of copper ions catalyzing decomposition of hydrogen peroxide.

As a non-profit charity program, the project of “Scientists in Schools” has played an extremely important role in strengthening science education and promoting STEM education in Canada, and has become a very popular national mechanism among schools. By the analysis of the mission objective, development course, operation mechanism, curriculum resources, as well as the implementation effect of “Scientists in Schools”, some references are obtained for the development of a good ecology of STEM education and promotion of STEM education by multiple forces in China. Such as scientists cooperate with teachers to enrich the composition of STEM teachers; stimulate interest and provide real situational STEM learning experience; multi-channel charitable donations to expand STEM education resources; expand the scope of influence, and ensure fair STEM learning opportunities.

Based on the discovery process of artemisinin, the teaching design of “how scientists study organics” (Lesson 1) was carried out to restore the scenes of scientists studying artemisinin at different stages to students, and to provide new ideas for cultivating students' chemistry core literacy.

Through analysis of the 7th and 8th organic questions in 32nd National Chemistry Olympiad (Final) in detail, candidates who participated in the finals of the chemistry competition could understand the importance of cutting-edge research in the field of chemistry. Then this paper pointed out how to retrieve the required preparations quickly and how to use the literature to make up for knowledge loopholes.