Taking the exercise in chapter “metal” as an example, this paper makes a comparative study in the problem set of Chinese high school chemistry textbook and Australian VCE high school chemistry textbooks, and finds that the exercises in the Australian chemistry textbook require students to have a higher level of cognition, and can help students to change the way of learning, promote to form the conception of discipline, strengthen discipline thinking training, pay attention to the application of discipline methods.

Select the chemistry experiment questions in the 7 sets of College Entrance Examination papers in 2020.This paper analyzes the characteristics of the test questions from multiple dimensions, such as question type and score, form of presentation, content of examination, absolute difficulty, core literacy, etc. It is found that the experimental questions in the 7 sets of test papers have different emphasis on reading quantity, background, internal capacity, reasoning, mathematical skills, openness, ladder and other difficulty indexes. The frequency of examining “evidential reasoning and model cognition” (30 times) and “macro identification and micro analysis” (19 times) is relatively high, while that of examining “change concept and balance thought” (6 times) is relatively low. In terms of the level of literacy examination, the examination of “evidential reasoning and model cognition” focuses on the lower level on the whole, while the examination of “macro identification and micro analysis” is evenly distributed on the lower level and the higher level on the whole.

Scientific modeling proficiency is a vital component of assessment system for measuring chemistry core competencies. Researching on standard-based assessment development and evaluation is paid great attention by both chemistry educators and practitioners. Based on comprehensive construct validity, this study applies the principles of Construct-Centered Design and Evidence-Centered Design to establish a holistic design process for developing standard-based assessments for measuring scientific modeling proficiencies. This study presents the design process comprehensively and systematically by using “2.3 Ionization and Ionic Reaction” as an example.

Based on deep learning, the subject of “review of acid, alkali and salt” is designed. By exploration the principle of fire extinguisher as the main thread and carrying out experiments and research activities, students are guided to identify hydrochloric acid or sulphuric acid, and distinguish sodium carbonate from sodium bicarbonate. Students will make use of knowledge transfer ability, which can cultivate their higher-order thinking skills.

Contraposing the universal tendency problems“mechanical memorization of problem solving steps,slack in exploring the deep reasons behind the problem solving steps,equaling the chemical problems with mathematical calculation”in learning of“calculation of mass of impurity substance in chemical reaction”,using layers of in-depth questions to inspire students' deep thinking and promoting students to chain and structure the knowledge already known,at the same time,visualizing the inner chain of thinking and building the general thinking model of problem-solving step by step,purposing to promote the deep apprehending of chemical core concepts and principles. On the basis of preliminary model building,further guiding the students to build the thinking model of“calculation of mass of impurity substance in chemical reaction”on the specific problems,and gradually forming the solution schema of “calculation of mass of impurity substance in chemical reaction”.The investigation data shows that the deep thinking ability and problem solving ability of students are effectively developed through constructing and applicating the thinking model.

This paper analyzes the teaching and research literature of chemistry “chemical equation” in the ninth grade, It is suggested that the unit review should integrate the teaching contents based on the subject ideology.Taking ethanol as the main line of teaching, this paper makes a holistic connection between knowledge, guides students to think deeply, improves their ability to integrate subject knowledge, helps students to construct their subject concepts, and presents a teaching design that can be used for reference.

Learning task based on subject understanding is the entry point for careful research teaching, is the starting point for core literacy. Based on the analysis of the content, methods and situational elements of the learning task, combined with the primary battery teaching case, the following strategies can be followed. Structured and original understanding of teaching content. Analyzing the cognitive basis and learning difficulties of students,determine the difficulties of learning tasks. Original problems contain explicit cognitive perspective. Activities point to the development of students' literacy. Creating authentic and appropriate teaching situations.

The General Senior High School Chemistry Curriculum Standards (2017 Edition) clearly states the core literacy of the chemical discipline and completes the iteration of the three-dimensional goal. The content of Silicon and its compounds has undergone major changes. Although the knowledge level requirements have reduced, the requirements for cognition object and perceptual material have increased. The transformation of positioning will inevitably require the reconstruction of the subject teaching. This paper combines the history of chemical development with the improved HPS teaching model to conduct a preliminary exploration of teaching practice.

Through interviews and qualitative data analysis, this study examined six high school chemistry teachers' (3 novice and 3 proficient) the PCK of redox reaction. The results showed that: (1) Notable differences were observed between the novice and proficient teachers in their CTO, KoS and KoL. The novice teachers tended to adopt a “teacher-lecturing” orientation, demonstrate an insufficient understanding of students, and rely mostly on the strategy of drill practice. In comparison, the proficient teachers tended to prefer a “student-construction” orientation, express a more comprehensive understanding of students, and highlight the process of students' self-construction during their teaching. (2) Similarities were also recognized between the novice and proficient teachers in their KoC and KoA. Regarding KoC, these teachers showed a good understanding about the redox reaction topic presented in the curriculum standard and textbook, but their understandings about the fundamental beliefs and the core literacy of chemistry still needed to be improved. Regarding KoA, these teachers tended to rely on traditional methods, and focus mainly on the formative and summative assessments, but neglected the use of diagnostic assessment prior to the class. Suggestions for the chemistry teacher education in China and chemistry PCK research were also provided.

Although scholars at home and abroad have carried a large number of experimental studies on exploring the effect of game-based learning on students' chemistry learning achievement, however, the research results are different, and there is no specific study that can present a consistent conclusion. In view of this, this article used meta-analysis method to make a quantitative analysis of 32 experimental and quasi-experimental studies from domestic and abroad on chemical game-based learning for the last ten years. The results showed that:(1)the overall effect size of the included studies was 0.730, which indicated that the chemical game-based learning had a positive impact on students' learning achievement; (2) there were significant differences in the effect of game-based learning on chemistry learning achievement, among which the effects of non-electronic games and teaching activity games were more significant than video games and hybrid games;(3) the application of chemical game-based learning in secondary school had greater impact on students' learning achievement; (4) chemical game-based learning in medium- and small-scale class had a greater impact on learning performance than large-scale class. Finally, the article proposed strategies and recommendations for advancing the application of the chemical game in the classroom and improving chemical game-based learning.

This paper used SPSS 25.0 statistical software to carry out orthogonal experimental design for the “blue bottle” experiment, and obtained the best experimental conditions through statistical analysis. The redox sensor (ORP) was used to analyze the electrode potential change curve of the “blue bottle” oscillation system, and three sets of comparative experiments were designed for the production and disappearance of blue to clarify the reaction principle, which was intended to guide students to understand deeply the nature of the micro-reaction behind the interesting experimental phenomena.

This paper attempts to use the arrow-pushing method to explain reaction mechanisms of common inorganic reactions introduced in high school textbooks, including representative neutralization, hydrolysis, combination and redox reactions.

“The particle/particulate nature of matter” (PNM) is one of the big ideas in international science education and plays an important role in courses. This paper sorts out the theoretical source, connotation, students' cognition model, restrictive factors and teaching strategies of PNM by analyzing the relevant international research literature in the past 20 years. The research progress of students' understanding of PNM in the field of international science education is expounded. It provides reference for the research of chemistry curriculum reform in China.

Scientific argumentation teaching has attracted much attention in international science education because it is committed to the development of students' high-level thinking and the cultivation of their key abilities. Taking the topic of “the generation of ionization theory” as an example, this paper introduces the structure and elements of model evidence link (MEL), a new teaching mode of scientific demonstration. On this basis, this paper analyzes the function and value of the teaching mode, that is, to develop students' model-based reasoning ability through evidence evaluation model, so as to improve the level of critical evaluation, and further promote the concept change.

From hydrogen to oxygen to carbon, the setting of atomic weight standard is closely related to the development of chemistry. Using the historical facts of setting atomic weight standard, it can help students to solve the related confusions, learn the thoughts, methods and scientific attitude, understand the nature of science, and give full play to the educational value of historical facts.

From the recognition of aluminum compounds to the generation of aluminum predictions, the acquisition of elemental metals, the determination of atomic mass, and the discovery of isotopes, the development of the aluminum element concept can be roughly divided into three main periods: germination, formation, and new understanding. Correspondingly, the understanding of aluminum elements has experienced a development course from hypothesis to objective reality, from qualitative to quantitative, and from macroscopic to microscopic. The evolution of the concept of aluminum element condenses the process of human scientific cognition, and reflects the progress of scientific thought and science and technology.

This article discussed organic chemistry questions 9 and 10 in the 34th National Chemistry Olympiad Competition (Preliminary) from the perspective of chemical reaction mechanisms. The content and problem-solving thoughts were analyzed to arouse readers' interest in exploring chemistry, and served as references for them.