According to the limitation of chemical science popularization, we explored and practiced a novel model. The new science popularization was designed and tailored based on the difference of people's background. By probing into the project, we emphasized not only entertaining but scientific. This science popularization project was carried out using “gold rain” as carrier. Moreover, lead was recirculated in this experiment. It was useful for the green chemistry and public recognition of toxic. We had put it into practice to different levels of people and the results were favorable.

Memory is the basis for students to carry out other cognitive activities. Due to the limitations of memory capacity and retention time, it has some defects, which are manifested in seven types: distraction, suggestion, forgetfulness, entanglement, blank, misunderstanding and bias. Memory defects affect students' chemistry learning. Understanding the seven memory defects of students in chemistry learning can accurately grasp the causes of students' difficulties in chemistry learning, and take certain teaching methods to improve teaching.

This paper analyzed the core literacy development localization of the learning theme 5 “Chemistry and Society · Interdisciplinary Practice” of the Chemistry Curriculum Standards for Compulsory Education (2022 edition), expounded the content requirements and main changes of the learning theme, explained the formulation ideas, specific requirements and application suggestions of core literacy oriented academic requirements. On the basis of explaining the teaching tips, this paper put forward the teaching suggestions of the learning theme, which can promote teachers to change their ideas, actively implement and explore the teaching of learning theme 5, and promote the integrated development of students' core literacy.

Based on the connotation and related research of “evidence reasoning” in the core literacy of chemistry subject proposed in the Curriculum Standards for General High School Chemistry (2017 Edition and 2020 Revision), the core literacy of “evidence reasoning” was further deconstructed into three elements: “interpretation of evidence” “relationship between evidence and conclusion” “evaluation of evidence”, and the evidence according to its present form was also divided into reaction mechanism, experimental data, technological process, and experimental scheme. According to the constructed framework of“evidence reasoning”for test analysis, the characteristics of the tests of college entrance examination of chemistry (from the national test papers)in recent five years were analyzed, and some proposals for improving chemistry teaching were also put forward.

In this paper, the examination and composition of the special topics about the structures and properties of matter in the chemistry papers of the 2016—2021 Chinese Taiwan assigned-subject examination and the chemistry papers of the 2021 Zhejiang, Beijing, Tianjin, Guangdong, Hebei, Hubei and Hunan college entrance examination are studied. What's more, the experience is summarized to provide multi-directional reference for the teaching and lesson preparation of teachers.

The use of soapy water to distinguish soft water from hard water has been used in chemistry teaching. In the course of teaching, we should set up the real situation, carry out the qualitative research according to the requirements of the experiment in the textbook, arouse the cognitive conflict of the students, and promote the use of hand-held technology to carry out the quantitative research in the digital experiment in teaching, the turbidity values of different volume of soapy water in hard and soft water are obtained, and more accurate conclusions can be drawn through.

The history of chemistry is more and more widely used in the classroom, but most of them are the history of Western science and few are the history of Chinese chemistry. How to enhance cultural self-confidence and humanistic quality in chemistry classroom? To solve this problem, taking the “sulfur” teaching in the second compulsory volume of the new textbook of the people's education edition as an example to start the exploration journey of Chinese sulfur culture. This paper launches a clear timeline, sorts out the understanding and application of sulfur in various dynasties, runs through the history of the rise and fall of Chinese science and technology, develops students' scientific concepts, improves the core literacy of disciplines, and enhances cultural self-confidence and cultural self-improvement.

Aimed at improving the preparation method of ethyl acetate, three tasks were designed to make students understand the basic reaction types of organic chemistry and the application conditions of industrial production, and the relationship between organic chemistry and production practice. They were “the analysis of disadvantage of direct esterification method, designing a new synthesis method” “the design and implementation of the program” “summary of results, the analysis of application situation of experiment”. Students' information processing ability was improved and the core literacy of “scientific attitude and social responsibility” was cultivated during the investigation process of the improvement of preparation method of ethyl acetate.

Aimed at fostering the problem-solving mentality of students, this paper intends to develop an inquiry teaching design applicable to the task “the nature of the formation of precipitation”. The attempt to develop a problem-inquiry teaching design that instructs students how to solve specific problems would in turn improve their abilities to use the equilibrium theory knowledge to analyze and solve practical problems and construct the essential features of scientific concepts.

This paper centers around the discussion on the metamorphism of sodium hydroxide and incorporates relevant properties of acids, alkalis and salts, with the view to integrating the ideas and concepts used in knowledge consolidation as well as solving material transformation problems throughout the entire stretch of classroom experiments and explorations. In doing so, this paper is expected to help students experience the detailed processes of model cognition from the dimensions of conceptual comprehension, modeling, learning activity, actual problems and model evaluation. Furthermore, the method of experimental study was adopted herein to resolve the cognitive conflicts faced by students, as well as in turn rectify and improve the model, so as to construct a mental model based on knowledge consolidation and solving material transformation problems, and enhance core competencies in chemistry-related courses.

Adhering to the concept and requirements of the 2017 curriculum standards, and according to the arrangement system of the new textbooks of Shandong Education Press Edition, the subject understanding of “reaction heat” has been systematically sorted out, including the understanding of the ontology of knowledge and the way of thinking contained in it. In order to improve students' understanding of the subject, the “reaction heat” unit is divided into 3 class hours: understanding the concept of “reaction heat” based on the system, connecting the reaction heat and enthalpy change with the help of internal energy, and calculating the enthalpy change. The driving questions (tasks) of each class hour and the evaluation of in-class and after-class homework are carefully designed and teaching practice is carried out. Compared with the whole unit teaching of this content in the previous round, reflections were made from the perspectives of teaching focus, teaching methods, and teaching effects.

The main value of understanding of chemistry subject to teachers' teaching lies in condensing the original problems of learning subjects, extracting the perspective, developing the cognitive thinking and constructing the hierarchical structure of theme concept. The perspective determines the development of the way of thinking and the degree of problem original, which has important value of subject epistemology. This study explores how the cognitive perspective is extracted and developed from the perspective of disciplinary understanding, taking the theme of organic molecular composition and structure as an example. Tracing the original thought of chemists and analyzing the disciplinary function of concepts is the primary link to extract the perspective; secondly, based on the perspective of discipline function, we can experience the development of perspective vertically; enrich the cognitive perspective based on contradictions and conflicts, and realize the multifaceted perspective horizontally; finally, develop a structured and original understanding based on the perspective.

This study follows the history of chemical bonds, creates experimental and literature situations, analyzes experimental data, and guides students to independently construct the concept of chemical bonds and their representation methods. The results prove that students can be helped to fully understand the meaning of the concept through this teaching method which based on chemistry history and experimental data. In addition, in the process of the students' building concept and solving problems, their core literacy: macro identification and micro analysis ability, evidence-based reasoning, scientific inquiry, social responsibility can also be developed and they will deeply understand innovation methods of chemistry research and the relative rationality of research conclusion.

Under the epidemic situation, the teaching effect of online teaching has attracted much attention. This article takes the online teaching of chemistry teacher X in Shanghai “air class” as an example, adopts the SEC alignment analysis mode, and analyzes the alignment between questions and curriculum standards from the perspective of “evidential reasoning and model cognition”. The research finds that: (1) Generally speaking, there is a good alignment between teacher X's questions and the literacies proposed by the curriculum standards; (2) There isn't a good alignment on the level of evidential reasoning literacy, but there is a good alignment on the level of model cognition between Teacher X's questions and the curriculum standards; (3) More questions are required that based on concrete evidences or models, and fewer questions are required that based on abstract evidence in Teacher X' class than those in the curriculum standard; (4) From the level of literacy, there are more question with low literacy level and fewer questions with high literacy levels than the curriculum standards; (5) This deviations are mainly influenced by online teaching, examination requirements, teachers' understanding of curriculum standards, and so on.

Evidence-based theory focuses on evidence-based decision-making, which can provide new ideas for teachers' teaching and emphasize the evidence support of teaching decision-making. This paper clarifies the four evidence elements and their relations in chemical inquiry experiment teaching under the guidance of evidence-based theory, and discusses the teaching mode of chemical inquiry experiment under the guidance of evidence-based theory combined with the characteristics of chemical inquiry experiment. Taking the inquiry experimental teaching of “addition reaction of ethylene with bromine” as an example, this paper expounds the specific application of the teaching mode, that is, teachers reasonably integrate all kinds of evidence, clarify the teaching objectives, reflect the inquiry law, fully preset the classroom diagnostic evidence, and design the dynamically adjustable teaching scheme. Students independently set up experimental exploration schemes, infer facts and phenomena, optimize experimental design, and internalize experimental exploration laws.

This paper designed a new demonstrative experiment of water electrolysis, which integrated the solar cell, hydrogen evolution by water electrolysis and hydrogen oxygen fuel cell. This experiment could help students systematically understand the hydrogen-based techniques about energy storage and power usage, as well as the exploitations and applications for the hydrogen-based green energies. Moreover, this work would stimulate students to bear the missions to serve for the national concepts about the green developments by taking full advantage of their knowledge on chemistry.

According to the requirements for chemical experiments under the core literacy of chemistry, an improved experiment program was proposed for the experiment of “Verification of Sacrificial Anode Method” in the textbook of People's Education Edition. A discarded lunch box divided into two areas was used as the reaction container and the magnesium strip was used as the anode electrode metal to realize the controllability of the progress and end of the reaction, the visualization of the comparison effect, and the simplification of operation. This improved experiment program is not only suitable for teachers' demonstration experiments, but also for students' group experiments to explore the application effects of sacrificial anode method, so as to master the method of scientific exploration.

Using common objects in daily life, such as lollipop plastic packaging tube, beverage bottle cap, syringe, pill board, mobile phone and other materials, this paper designed an integrated miniature life experiment. This experiment had both the production and property verification functions of SO₂, with strong interest, which could improve students' interest in learning and had certain promotion value.

STEM career education is more and more valued by the academic community, but China is still in the initial stage of exploration. Therefore, through the bibliometrics analysis and content analysis of 119 international documents, the research ideas for reference are obtained. The study finds that STEM career research focuses on empirical paradigms and quantitative research methods. The STEM career study focuses specifically on factors that influence career aspirations, including gender, formal school curriculum, parent STEM careers, individual student interests, and academic achievement. Both STEM attitudes and STEM career aspirations can be improved through effective instructional strategies or learning environments, including off-campus science activities, subject competitions, school curriculum improvements for career education, and parent-centered family interventions. The professional development of STEM teachers under the goal of career education, the research results are relatively thin and need to be further. Localized STEM career education research can explore innovatively from who to study, what methods to use, and what dimensions to focus on.

This paper introduces the practice of introducing literature reading into chemistry competition teaching, and explores the selection, reading methods and examination methods of literature, to help students deepen their understanding of knowledge, cultivate their ability to solve problems, promote students' sustainable development, and finally improve students' comprehensive ability.

The development of concepts related to catalytic science from the early application of catalytic technology to the formation of concepts and then tend to perfect, scientists' research has experienced from practice to conjecture to theoretical establishment, from qualitative to quantitative, from macro to micro level process. By clarifying the development of related concepts of catalysis science, the educational value of catalysis science is discussed.