Water is not only the source of life, but also as a medium for human beings to provide extremely rich green energy. In this paper, several typical water-driven power generation technologies are introduced, including traditional hydroelectric power generation, tidal power generation, and power generation by ocean temperature difference. The principles of power generation by salt difference, as well as the newly emerging “hydrovoltaic” are also discussed in details. In a whole, the water power generation technologies are presented as far as possible in popular language.

The inclusion of big ideas as an important chemistry curriculum content is one of the major changes in the Compulsory Education Chemistry Curriculum Standards (2022 Edition). The article sorts out the development process of the big ideas from abstract knowledge to the subsuming ideas to the subject concept, and believes that the theme big concept has unique value in developing students’ core competence; Based on the theory of subject understanding, the idea function of the big idea is explained, and it is believed that the big idea is the generalization of a series of ideas to solve the original problems of the discipline; From the orientation of the big ideas’ competence development function, the organization and presentation of teaching content based on the function of big idea, and the application of inquiry and constructive teaching methods,the implementation strategy of big ideas teaching is discussed.

Integration of “teaching, learning and evaluation” is one of the most important factors for enacting chemistry core competence-based curriculum. How to design the goal of the integration of “teaching, learning and evaluation” becomes a topic of common concern of both chemistry education researchers and practitioners. This study brings the vision of learning performance goal from world-wide science education research community. Based on the integration perspective of chemistry core competencies, this study applies the principles of Construct-Centered Design and Evidence-Centered Design to establish a holistic design process for developing standard-based chemistry learning performance goals. Using “2.2 redox reaction” as an example, this study shows the design process comprehensively and also presents the design of “teaching, learning and evaluation” activities with a specific learning performance goal. This study will bring an emergent perspective and methodology for researching and practicing chemistry core competency-based classroom teaching and evaluation.

Taking five versions of junior high school chemistry textbooks in different periods as samples and using existing analytical tools for reference, this study analyzed the evolution and development of experiment arrangement in junior high school chemistry textbooks since the reform and opening-up. Firstly, the change of experimental exploration level was discussed from the five links of objective determination, scheme design, scheme implementation, conclusion formation and exchange and evaluation, and then the change of experimental exploration skill requirements was discussed. In general, since the reform and opening-up, the level of experimental exploration in Chinese junior high school chemistry textbooks had been constantly improved, and the requirements for experimental exploration skills had also been gradually improved. However, there were still some areas for improvement.

The content of scientists in textbooks is an important carrier for enhancing students’ understanding of chemistry subject, strengthening the education of nature of science and developing scientific literacy. This paper analyzes the content of scientists from the dimensions of quantity, position and content in five sets of typical high school chemistry textbooks since the reform and opening up, summarizes the characteristics of the changes of the content of scientists in our high school chemistry textbooks, and excavates their education value to enlighten the compilation of the content of scientists in textbooks and chemistry teaching.

This paper analyzes the possibility of integrating Chinese excellent traditional culture into the teaching of “chemical properties of elemental carbon”, collects materials from archaeological discoveries, classical documents and other channels, presents all aspects of ancient life for students around the application of elemental carbon in ancient times, guides students to learn the properties and uses of elemental carbon, and deeply understand the inheritance of Chinese culture.

Oxidation-reduction reaction is the core concept of chemistry. The theory of oxidation-reduction reaction is the understanding of the change of microscopic particles. During the learning process, it's necessary to identify the types of substances by studying chemical reactions from the macroscopic perspective. By studying the change of particles with the help of the microscopic modeling of reactants’ particles, as well as the microscopic modeling of derivatives’ particles, we come to know how atoms of the reactants are converted into atoms of the derivatives when an oxidation-reduction reaction occurs. After analyzing typical reactions and having a clear understanding of the nature of oxidation-reduction reaction, instead of directly studying the reaction, we can indirectly analyze the chemical reaction equation to find out if there's any transfer of electrons from the reactants to the derivatives.

Taking “the first synthetic dye aniline violet” as the material to create a situation, this paper establishes the connection between coal, benzene and aniline violet, and guides students to discuss three questions: “Where does benzene come from” “How to determine the structure of benzene” and “How to explain the properties of benzene”, to help students understand the stability of benzene ring structure, the historical background of benzene structure research and the outstanding role of benzene ring structure theory in the development history of organic chemistry while gaining specific knowledge.

The structure of teaching content is the key measure to promote the transformation of students from chemistry knowledge to the core literacy of chemistry. The exploitation and utilization of natural resources takes the circle structure of the earth as the link. Being problem-driven, students can learn the exploitation and utilization of some of the resources contained in the lithosphere and hydro sphere through reading, analyzing teaching materials and other activities, and finally imagine the exploration of future resources with the earth as the origin. Making geography knowledge naturally integrated in chemistry teaching can broad students’ vision, and realize the integration between disciplines.

This paper takes the use of different numbers of plastics in the plastic recycling sign in life as the carrier, and assists the self-made teaching aids to carry out model splicing. In the component analysis of plastics corresponding to different numbers in the plastic recycling sign, it not only implements the basic methods of synthesizing polymers and the application of polymer compounds in life, but also cultivates the students’ academic literacy of macro identification and micro discrimination.

Based on the concept of Parsel, with carbon dioxide as the carrier, we should correctly position the teaching objectives, change teaching links, change teaching strategies, create close to life situations, pay attention to evaluation feedback, and guide students to effectively improve their scientific literacy in situational awareness, problem solving and inquiry practice. It is found that junior high school chemistry teaching practice based on Parsel concept should pay attention to three aspects: first, create a situation close to life to attract students; the second is to arouse thinking with high quality problems; the third is to promote inquiry practice with diversified activities.

In the context theme of the space station, this paper promotes the problem, improves the inquiry, relies on the evidence, builds the model, and forms the value orientation higher than the knowledge content itself. This paper develops Tao Xingzhi's creative education concept, cultivates and enhances the existing creativity of students, makes them grow up, helps students have self-awareness of model cognition in the process of solving practical problems in the future, and improves students’ integrated thinking and deeps learning ability. The key elements of complex chemical problems in the new situation are selected and broken into parts model method, so as to explore the structure of the model, to cultivate students’ ability to explain or solve complex chemical problems based on the model.

Based on the coupled thoughts and concentration quotient, this paper presented an example of teaching practice on the topics of ionization of water, week acid & base, salts hydrolysis, precipitate and dissolution. The course was designed to help students understand the acid-base reaction and the degree of substances equivalence in an aqueous system, from a view of dynamic reaction in a chemical process.

Based on the concept of deep learning, taking “the use and synthesis of common polymer materials” as the learning theme, the teaching practice of organic synthesis review course was carried out. It is pointed out that carrying out deep learning in organic synthesis review class is conducive to stimulating students’ learning needs, mobilizing students’ high-level thinking, and allowing students to transfer and use what they have learned. The instructional design based on deep learning must grasp the four elements of challenging learning theme, deep learning objectives, deep learning activities and continuous evaluation. It is suggested that students should be guided to carry out project research on challenging learning topics before class; In class, we should create a problem situation to guide students’ deep learning and promote the development of students’ higher-order thinking; After class, students should use mind map to straighten out the general methods of organic synthesis, so as to provide reference for teachers to carry out teaching practice based on deep learning.

Stop-motion animation is a common form of teaching animation because of simple production, diverse materials, and low cost. It is often used as an important means for students to share, construct and represent knowledge in international science education. The purpose of this study is to develop a science stop-motion animation based on the misconceptions of middle school students. The“principle of primary battery”is taken to as an example. The cardboard, super-light clay, and various physical objects are employed. With the help of APP such as Stop Motion Studio and Jianying, the science stop-motion animation is developed. The whole process, including teaching analysis, script design, making models, taking photographs, editing animation, are demonstrated in detailed. And the animation is also evaluated and improved. It provides a new approach for science teachers to develop personalized instructional resources independently.

In the special teaching activity of experimental inquiry with “Mg+H₂O” reaction system as the core, the experimental scheme was designed by variable control method, the reasons and control conditions for accelerating the “Mg+H₂O” reaction rate were explored at multiple levels by means of conventional experiments and digital experiments. In hierarchical teaching activities, students’ ability to design experimental schemes by variable control method was developed step by step, the understanding angle of factors affecting chemical reaction rate was widened, and students’ experimental inquiry ability was diagnosed and developed through the evaluation of activity links.

Aiming at the problems that the experimental phenomenon was not obvious and the experimental operation was difficult in the “ion migration” experiment. The above problems were solved by processing CuSO₄, K₂CrO₄ and starch into hot paste fluid, loading into U-shaped pipe while hot, and turning into semi-solid after cooling. The amount of starch, the amount of CuSO₄ and K₂CrO₄ mixture (the ratio of CuSO₄ to K₂CrO₄ was 1∶1) and the migration voltage were optimized by single factor experiment. The optimized experimental results showed that the color of the area formed after ion migration was very different from that of semi-solid starch, which was convenient for students to identify from a long distance. This method was simple and with obvious phenomena, which was conducive to the teaching demonstration of front-line teachers and the grouping experiment of students.

Based on CNKI academic journal paper database, this paper makes statistics and content analysis of 674 academic papers on middle school chemistry textbooks research since the founding of new China. It is found that the research of middle school chemistry textbooks in China has experienced three stages: silent period, slow development period and rapid development period. And the research on textbook knowledge, textbook reform, textbook function and textbook structure have been hot spots in the research field of middle school chemistry textbooks for more than 70 years. This paper reveals the development trend of middle school chemistry textbook research and puts forward some suggestions for deepening the research.

In the 1920s, American chemist Gilbert Newton Lewis made assumption about the existence of O₄ molecule. In the 1970s, scientists discovered O₄ dimers using infrared and visible spectroscopy. In the 1980s, scientists proposed the existence of metastable covalent O₄ molecule through theoretical calculations. The covalent O₄ molecule as an allotrope of oxygen is considered to be a potential high energy density material. In 2007, By evaluating the stability of covalent O₄ molecule, scientists have determined that covalent O₄ molecule can be detected experimentally. The discovery history of O₄ is a process from guess to confirmation. It is also a process of continuous progress of science and technology and the evolution and development of scientific thoughts.