This paper analyzes requirements of the Senior High School Chemistry Curriculum Standards(2017 Edition) on the compulsory course inorganic substances topic, and clarifies the subject concepts carried by this topic and performance requirements of core competencies. This paper illustrates the writing thought of the topic of inorganic substances in compulsory chemistry textbooks of senior high school published by Shandong Science and Technology Press, describes the path of continuous progressive of students' recognition methods on inorganic substances, and puts forward some suggestions on its usage.

This paper clears the cognitive function of the core concepts such as “classification of substances” “redox reaction” “ionization and ionic reaction”. Illustrates the complication thought of the second chapter in the first volume of the compulsory chemistry textbook published by Shandong Science and Technology Press. Modeling, cognitive development, and progress evaluation are all used in this textbook. Some suggestions on the use of the textbook have been given.

Based on the component display theory, the “content-performance” two-dimensional matrix model is used for the classification statistics and the comparative analysis about the high school chemistry textbooks in both 2019 People's Education Press and 2016 Hanlin revised edition. The different characteristics and extant problems of the both two sets of textbooks in the design of the exercises are identified. And some suggestions on the exercise design for People's Education textbooks are made in terms of appropriate citation of academic literature, appropriate upgrading of the number and types of calculation questions, and increasing the types of student activities for the open-ended questions.

This paper takes a proposition of scientific inquiry as an example to study scientific inquiry from the aspects of research and development of proposition, students' practice, feedback of students' problems and improvement of teaching strategies. Through experiencing the process of proposition, this paper analyses the results of students' test questions, finds out the root of students' puzzlement, finds corresponding teaching improvement strategies, and helps students improve their ability of scientific inquiry.

Taking the teaching of “Fe(OH)₂ preparation” as an example, this paper describes students are guided to explore the design and improvement of Fe(OH)₂ preparation experiments through subject course, focusing on the development of students' competencies of “scientific inquiry and innovation consciousness”. And based on specific evaluation data, gives feedback and evaluation.

Taking the teaching design of “the test of common materials” as an example, this paper uses chemical historical materials to help students construct their own knowledge system, promote students to seek for the origin of knowledge, realize the advanced level of thinking, and develop their core qualities, it also expounds the implementation strategy of constructing chemistry life classroom in senior high school by using chemistry historical materials.

With the idea of deep learning was to advocate “understanding and criticism, connection and construction, migration and application”, around the “concepts of molecule and atom”, compared the design ideas of teaching materials and literature, adjusted the cognitive line, putting efforts to solve problems such as “less inquiry experiment design, the macro-analysis and micro-analysis focused on different experiments, ignored chemical core literacy about evidential reasoning, change concept and balance though”. Designed three experiments “the starch reacted with three forms of iodine union, the hydrogen peroxide solution was mixed with the magenta solution, the breakdown of hydrogen peroxide”, planned activities “draw molecular models and sketches of the molecules of H₂O₂ decomposition”, raised questions “what is the relationship among species of matter, species of molecules, and properties of matter? what evidences did you find from experiments to support your view? ”. Experiments, activities, questions and arguments were interlocking, built the structure of teaching content effectively, promoted students' development from deep learning of chemical concepts to the chemical core literacy.

Studies had shown that students had begun to establish triple representation thinking in the process of ninth grade chemistry learning, and the triple characterization transformation ability of students with different academic levels began to differentiate. In order to explore the triple characterization transformation ability of ninth grade students at various stages of the triple-characteristic thinking, 12 junior high school students were followed for one semester by eye movement experiment. The results show that:(1)In the introductory period, there is a difference in the ability of students to switch between different levels of representation. And the students' ability to transform and reverse transform is asymmetric. there are significant differences in the ability of the triple-characteristic conversion between excellent students and students of middle level. There are significant differences in the ability of the triple-characteristic conversion between excellent students and students with learning difficulties. There is no significant difference in the ability of the triple-characteristic conversion between students of middle level and students with learning difficulties.(2)In the breakthrough period, there is no statistical difference in the number of focus points and the total test time of students' macro (center), symbol (center) and micro (center) conversion. There are obvious differences between the excellent students and students of middle level in their conversion ability. There are differences in the ability of triple representation transformation between students of middle level and students with learning difficulties.(3)In the deepening period, students have the strongest ability in macro (center) representation. The symbol (center) representation ability is second, and the micro (center) representation ability is the weakest. There is a significant difference in the ability of the triple characterization transformation between excellent students and students of middle level. There is a significant difference in the ability of the triple-characteristic conversion between excellent students and students with learning difficulties. The frequency of indirect conversion of students of middle level has increased significantly.

In the teaching of the concept of “saturated solution” in middle school chemistry, it is easy to ignore the pre-concept of students, the process of construction and the mining of the essential principle behind the concept, and often rely on experiments to construct the concept, so that students can't fully understand the essential principle of the concept. This paper attempts to create a model, combine the model with the experiment, and explain or predict the experiment with the model to help students better construct and understand the concept and essence of “saturated solution”.

This paper studied the design of learning activities aimed at the cultivation of students' core literacy by taking the unit teaching of chlorine and its compounds as an example, and proposed the general principles and ideas of activity design and the types of activities. The serial and continuous learning activities improved the participation of students and the learning efficiency, stimulated the passions of learning and innovating and cultivated the core literacy of students.

Emergence is a major characteristic of system science, and also the basic characteristic of chemistry. The origin of the emergent properties of chemistry lies in the two basic characteristics of chemical entities: chemical entities are complex systems with hierarchy; there are complex interactions among particles at different levels of chemical entities. Integrating the emergent ideas in chemistry teaching can not only improve the scientific perspective of material structure and nature learning, but also cultivate students' critical thinking and promote the development of macro identification and micro analysis of core literacy.

“Targeted training” is the key to solve the problems concerning specificity, effectiveness and sustainability. There are numerous researches on “targeted training”, while studies on its starting point are scare. By discussing several basic questions, namely, what is “targeted training”, what needs to be done in “targeted training”, how to achieve “targeted training” and how to better conduct “targeted training”, current research, taking 2019 National Training Plan:pilot comprehensive reform program of Fujian Education College training model class (junior high school chemistry) as an example, practically interpreted the application about Guidelines on Training Courses for Teachers in Kindergartens, Primary Schools and High Schools. Three conclusions are made. First, trainings based on “viewing the subject as a whole” promote learners to think deeply about “imparting knowledge and educating students”. Second, in-class trainings integrating self-evaluation on teachers' competence resolve the difficulty in investigating demands and providing different trainings for different levels. Third, strengthening the training goal of practical courses like“teaching observation” enhances learners' self-diagnosis ability and their motivation to make improvement.

The 97 social rumors and misunderstandings related to chemistry were obtained via online data collection, and a valuable material library was constructed.After classification, attribution analysis and illustration with examples, their importance to popularization of chemistry and their value in the development of real educational context were discussed.The clarification of the rumors and misunderstandings could not only attract more attention and promote deep learning, but also help to establish positive image, attitude and value of chemistry among public.

According to the abstractness of crystal structure, this paper used Mercury software to support teaching. The software had the function of reading crystal information file and displaying or editing crystal structure. It realized the visible teaching of crystal coordination number,crystal accumulation,crystal cell construction and microstructure analysis. The software made the teaching have evidence and helped to develop the students' quality of macroscopic identification and microscopic analysis as well as evidence reasoning and model cognition. It was the effective application of integration of information technology and subject teaching.

This paper points out the impreciseness of the traditional “molecular polarity demonstration experiment”, and explains theoretically why the flow of fluid can also deflect when a charged glass or plastic rod is placed near tetrachloromethane. Using microwaves to affect polar and nonpolar molecules in different ways, two improved experimental schemes are designed. Heats different liquids in a microwave oven, uses a thermometer or temperature paper to measure the temperature change of a liquid, it is obvious that polar molecules are heated up significantly by microwave heating and so as to distinguish polar and nonpolar molecules.

This paper used super absorbent resin to improve the design of three experiments “an acid-base reaction, sodium carbonate and sodium bicarbonate reacting with dilute hydrochloric acid respectively, exploring molecular motion phenomena”. The super absorbent resin, with a special structure, made experimental phenomena more obvious. The improved experiment was easy to operate and with high efficiency, and was worth extending to the demonstration experiment and the group experiment.

This paper studied the reaction of sodium metal with nitrate, chloride, sulfate, potassium permanganate and other salts. The results showed that the reaction between sodium and salt solution was much more violent than that between sodium and water. When the solubility of nitrate ions reached 1 mol/L, there would be obvious yellow sparks and sodium combustion, the results showed that the reaction would be faster and more intense with the increase of nitrate ion concentration.

According to the theories reported in literature and UV-visible absorption spectroscopy, it is proved that Fe²⁺ can form chemical bond with SCN^-. Based on the principle of chemical equilibrium movement and the principle of precipitation and dissolution equilibrium, a controlled experiment further verifies that complexation reaction can occur between Fe²⁺ and SCN^-.

It has been used in chemistry teaching to make oxygen-free environment in water by oil film method. Through hand-held technology, taking soybean oil as an example, this paper studied quantitatively and qualitatively whether soybean oil could isolate oxygen, and the conclusion was drawn that the soybean oil film method could not make oxygen-free environment in water, at last, put forward the improved scheme.

In this paper, the commemorative stamps of international year of chemistry which issued by various countries in the world were collected and sorted out. The chemical information in this stamps was interpreted, and its social value on developing and expanding the scientific spirit, popularizing the chemistry knowledge, setting up the chemistry concept, and assisting chemistry teaching were discussed.