The “sulfur and its compounds” unit was selected to be analyzed and studied in the old and new compulsory chemistry textbooks published by People's Education Press. Based on the cultivation perspective of the core competence in the new curriculum standards, the literacy orientation of the “sulfur and its compounds” in the new curriculum standards was firstly defined, and a comparative analysis including introduction, text, column and illustration of the unit in the new and old textbooks was further studied. The results show that the content of the new textbook “sulfur and its compounds” focuses on the cultivation of the competence of “evidence reasoning and model cognition”, followed by “macro identification and micro analysis”, “scientific attitude and social responsibility”, and focuses on the development of level 1 and 2, which conforms to the academic requirements and literacy orientation of the theme unit in the new curriculum standards.

Textbooks analysis is considered an effective method for providing a bridge between textbooks and curricula. Informed by “core literacy of macroscopic identification and microscopic exploration” in curriculum standards, this paper reports an analysis of analogies used to compare Chemistry 1 (compulsory) (2019 edition) in senior high school with the 2014 edition. The analysis is focused on five categories that emerged from the static analysis by using the principle of “Three-Order Combination”:(i)textbook column setting, (ii)content organization form, (iii)presentation mode, (iv)students' cognitive level and (v)assignment form, which investigated in paper that the sub-microscopic particle model construction and content organization of each chapter and section in the textbook on the basis of the perspective of macro-micro core literacy. The analysis reveals that the 2019 edition presents different levels of ladder settings in terms of the above five elements under the macro-micro core literacy. An especially powerful aspect of the macro-micro core literacy-based is its ability to reveal the formation of the concept of “macro and micro character”, which needs to add more detailed transitional content and set up more detailed auxiliary content with the textbook to facilitate the secondary development of the textbook.

This paper designs the middle school chemistry experiment test based on the integration of learning objectives, teaching activities, evaluating tasks and assessing results. Through the test results, the teachers can analyze the problems existed to reform models of teaching and learning. Meanwhile, students' curiosities and desires for knowledge are activated in chemistry experiments. After completing the task, the teachers can diagnose and promote students' chemical core literacy level.

This paper simulated large-scale science popularization and truth seeking programs Is it true to create learning atmosphere.Based on the reality of daily life and production, “Can N₂ be used to replace CO₂ in daily fire fighte”, “Can regulate the greenhouse effect through CO₂ capture in deep sea” and “In the oil mining industry, can a ton of CO₂ be injected into an oil well to increase crude oil production by 3~5 tons” and “Can we keep eggs fresh with lime water” and other three small questions, which are difficult to distinguish, guide students to deeply understand the nature of carbon dioxide from the positive perspective of chemistry;Using mobile magnetic pasteboard to design blackboard writing, guide students to experience and construct structured knowledge system.

Based on the basic idea of promoting students' deep learning, a series of scenario questions around the“carbon cycle in nature”“control and emission reduction of CO₂ in the atmosphere” and “new carbon family members synthesized by chemists”are designed and successfully implemented. In the process of discussing, analyzing and solving these problems, it helps students to build a knowledge network that transforms between members of the “carbon” family, improves the depth of thinking, triggers advanced thinking, and promotes deep learning.

In view of the problems of the separation of the essence, the separation of the connection and the neglect of the development goal of “evidence reasoning” literacy in the teaching of ionic bond and covalent bond,by reasoning according to the changing law of metal and nonmetal in the periodic law of elements and searching for evidence to prove or falsify, we can recognize the bonding essence and dialectical unity of the electrostatic action of ionic bond and covalent bond,to develop the core quality of students' evidence reasoning,improve students' logical thinking ability.

Through the construction of cognitive model of chemical terms, the teaching function value is highlighted, and the possible connection and development between the implicit “mental model” and the explicit “symbol model” can be established. The teaching strategies of “association and construction” “transfer and experience” “essence and change” are used to realize the teaching of chemical terms from content transfer to deep learning.

The “aromatic hydrocarbon” mental model held by high school students was evaluated by a second-order paper-and-pencil test and a semi-structured interview. We mainly focus on students' non-scientific mental model about “aromatic hydrocarbons and benzene's concept/structure/chemical properties”. The research shows that students' non-scientific models about aromatic hydrocarbon include 11 species in three categories; students' imagination and construction of the spatial structure are weak; students have insufficient understanding of the influence of the interaction between groups in organic compound structures on their chemical properties, the “nature-structure” model is imperfect; the mental model of organic chemistry is not yet integrated.

This paper analyzes the possibility and necessity of traditional culture entering the chemistry classroom, and arranges the content of Tian Gong Kai Wu and high school chemistry. In addition, it enumerates the application of traditional culture in the direction of chemical classroom introduction, technological process teaching and test question preparation, and puts forward suggestions on how to promote the better application of traditional culture in chemical classroom.

The purpose of this research is to explore the cognition of “amount of substance” by high school chemistry teachers at different stages of development. The research focuses on two basic components of pedagogical content knowledge (PCK): (1)knowledge of students'understanding, (2) knowledge of instructional strategies and representation. Based on the PCK classroom observation scale and CoRe model, the PCK representation of novice-proficient-expert teachers on the topic of “amount of substance” is compared and analyzed. The results show that there are differences in PCK for chemistry teachers at different stages of development. Teachers' understanding of students' knowledge influences decision-making in teaching strategies and representation methods.

This study examined the perception of chemical model and model-based teaching held by 256 middle school chemistry teachers through Likert-type scale questionnaires. The relationships between teachers' perception of chemical model and their beliefs about model-based teaching were investigated by the structural equation model. Results indicated that: (1) Chemistry teachers demonstrated a fairly good understanding of the descriptive and explanatory functions and the tentative nature of chemical models; (2) Chemistry teachers tended to use models to describe, explain, or predict chemical phenomena in their students-centered class, but lacked reflection on the tentative nature of models; (3) Chemistry teachers' beliefs about model-based teaching could be predicted by their perception of chemical model. Implications for chemistry teacher education and research are also discussed.

The ionization constant of acetic acid and the secondary ionization constant of oxalic acid were determined by pH titration with pH sensor and drop number sensor. The experimental error and the reason why the ionization constant of medium strong acid should not be determined by this method were analyzed.

In view of the important teaching value of the demonstration experiment, this paper analyzed the causes of the poor visualization effect of two demonstration experiments in the textbook: “primary battery experiment and stepwise reaction of sodium carbonate with hydrochloric acid”, and improved the experiments by the electrode twisting method and the chalk adsorption method, which could easily and effectively show the experimental phenomena. The experiments were easy to operate, with obvious phenomena, and had good promotion value.

This paper improved the endothermic reaction of barium hydroxide crystal and ammonium chloride crystal, a small amount of water was added into the reactant, and a beaker was reversed on the small beaker, in this way, the success rate of freezing was high, the freezing rate was fast, and the amount of ice increased. Phenolphthalein was added into the frozen water to form ice, which could not only test the formation of ammonia, but also increased the interest of the experiment.

At present, there are some problems in the design of chemical experiments, such as “technical alienation”, “niche barrier”, “lack of green” and “decline of human nature”. The innovative design of chemical experiment under the technical ethics standard forms a new order of chemical experiment design from three aspects: the value dimension, the basic attribute and the practical logic of the experimental subject. From the perspective of technical ethics, it is proposed to enrich the angle of innovative design of chemical experiment to form the ethical dimension of experimental design; to improve the elements of chemical experiment design and establish the ethical order of experimental design; to carry out green experimental design to ensure the ethical interaction of experimental design; to standardize the chemical experiment design system and highlight the “human dimension” of chemical experiment design. The value of technology is transformed into the process of chemical experiment design through the ethical behavior of technical subjects, and the path of innovative design of chemical experiment is standardized.

This article elucidates the importance of model construction in exploring the structural properties of molecules, using the historical example of the discovery of the “buckyball” structure of C₆₀. Three existing methods of constructing the 3D ball-and-stick model of C₆₀ are introduced and rationalized by the scientists' mechanistic exploration of the formation of fullerenes. This article also introduces thought processes in building the carbon cage molecules of the same structural family with the general molecular formula of C_60+10n; exemplifications are drawn from the construction method of C₇₀ and C₈₀ ball-and-stick models. Furthermore, this discussion is extended to structural models of fullerenes with even higher molecular symmetry. The method of building the model of C₇₂₀, which has a particularly large radius and high symmetry, is included here. Combining the “General High School Chemistry Curriculum Standards (2017 version)” and the author's teaching practice, this article discusses the role of structural model construction in chemistry and provides a paradigm for instructions in students' independent construction of fullerene structural models.

This paper used CiteSpace as the tool to make a visual comparative analysis of the application research of Chinese and foreign concept maps in chemistry teaching in the decade of 2009-2018. The research showed that compared with the foreign research there was a lack of research on the concept map in the university chemistry teaching in China. In terms of research content, domestic scholars should strengthen the study of concept map to cultivate students' high order thinking ability and creativity. In the field of evaluation methods, qualitative and quantitative evaluation methods were seldom used in China.

In the late Qing Dynasty,by Japan Yoshida Yanliulang writing,the Medium Latest Chemistry Textbook translated by HE Yu-Shi is the first influential translation of Japanese secondary school chemistry textbook after the publication of Guimao school system. From the publishing background,it is found that it is the product of imitating Japanese education,the content system is intended to pass on relatively complete chemical knowledge to students,and the translation of chemical terminology tends to be standardized,the translation of Japanese chemistry textbooks in the late Qing Dynasty promoted the compilation of Chinese chemistry textbooks in middle schools to a new level.