In the mid-19th century, cisplatin was accidentally synthesized in the laboratory. From the end of the 18th century to the 1880s, the complex theory based on atomic-molecular theory explored the structure of cisplatin from relying on macroscopic phenomena and empirical induction to hypothetical deduction at the microscopic level. The discovery of the electron at the end of the 19th century brought the complex theory into the electronic age, and thus gave a new explanation for the structure of cisplatin. The anticancer value of cisplatin was discovered in the 1960s, and cisplatin is still being improved to reduce its side effects. The synthesis and anti-cancer application process of cisplatin includes the process of understanding the substance from the outside to the inside, showing the dynamic development process of chemists' understanding and transforming substances, which has important implications for chemical research and chemical education.

Dialectical thinking is to examine the internal contradictions, changes and interconnections of things, and it is the key to correctly understand chemistry. To cultivate students' dialectical thinking of chemical science, teachers need to create a reasonable learning context with situational materials and guide students to study from three aspects of humanistic consideration, mechanism interpretation and rational reflection. This study constructs an analysis model for the learning context design and apply based on dialectical thinking, and takes the teaching of “chlorine” and “ammonia” as two examples to carry out in-depth analysis on how to cultivate dialectical thinking, providing references for teachers' context teaching.

Cultivating students' scientific risk awareness is an important part of constructing the overall national security concept. Taking the two core attributes of “uncertainty and consequences” as the screening criteria, the content analysis of scientific risks in junior high school science textbooks is carried out. The analysis results show that there are 13 types of scientific risk sources in junior high school science textbooks, and the textbooks show the characteristics of full coverage of subjects, wide coverage of content and various forms of presentation; Biology textbooks mainly emphasize the scientific risks caused by the development and utilization of biological resources, physics textbooks mainly emphasize the scientific risks caused by irregular daily operations, and chemistry textbooks are more focused on the scientific risks caused by irregular experimental operations. The results of discourse strategy analysis show that the textbooks emphasize the scientific risk attitude of “evasion and resolution as the main, response and disposal as the auxiliary”. Students' subject participation is emphasized in scientific risks. It is required to strengthen students' scientific and rational evaluation and management of scientific risks and weaken students' extreme reaction to scientific risk.

Disciplinary thinking is an important starting point for the development of the core literacy of chemistry. How to show the way of disciplinary thinking contained in the content of chemistry curriculum in our country is the key link for the implementation of the core literacy of the subject at the classroom level. Conceptual profiles theory is an important tool that has emerged in international science education in recent years to represent the way of thinking. Under this theoretical perspective, international science education researchers have constructed six ways of thinking about understanding and analyzing matter. Through qualitative content analysis, this research presents the distribution of six ways of thinking in our country's middle school chemistry curriculum standards. The research results show that system thinking occupies an important position in the chemistry curriculum standards of middle schools in our country, and the disciplinary thinking mode changes from perceptual to rational with the change of the semester.

Based on the General High School Chemistry Curriculum Standards (2017 Edition, Revised in 2020) and the existing research, this study clarified the “changing ideas and balancing thoughts” key competence performance level in chemical reaction principle, and constructed the performance expectations at different chapters, and formed a good quality evaluation tool through the optimization by the Rasch model. The assessment tool was used to assess 470 senior 2 students' performance along with teaching, and 2 149 valid samples were obtained, and the changing trend and overall performance of “changing ideas and balancing thoughts” key competence in chemical reaction principle were analyzed.

Achieving carbon neutrality is critical to alleviating the environmental degradation and climate change crisis. To help middle school students understand the urgent need to reduce carbon footprint, a project-based lesson on carbon dioxide was given. Coral-bleaching was chosen as the research topic and data was visualized by virtual experiments. In this lesson students deepened understanding of the key concepts, developed social awareness and built science literacy.

On the basis of chemistry teaching research based on the real situation, the overall unit design of the review of chemical solutions in junior high schools is carried out, taking “the production process of Zigong well salt” as the situation, and adopting a task-driven and problem driven teaching method with different evaluation methods, this paper guides students to use the solution knowledge they have learned to interpret the production technology of Zigong well salt, and enhances their understanding and application of solution knowledge, thereby to enhance students' ability to transfer and apply knowledge.

Based on the theory of deep teaching, the deep teaching of inquiring the properties of coordination compounds is carried out from the perspective of subjectivity, dialogue and cooperativity, breadth, depth and participation. Through inquiry experiments and scientific and rigorous reasoning arguments, the interrelationship between coordination compounds' properties and structures and the ionization equilibrium model of complexes are established to realize the cultivation of higher-order thinking from macroscopic to microscopic and from qualitative to quantitative. In the process of exploring the problems, the students will develop their understanding of the subject and develop their core literacy in chemistry.

In the review teaching of“nitrogen and its compounds”,through the social science topic “whether the use of nitrogen fertilizer should be stopped”,in a real and complex dilemma situation,students are asked to analyze and design the preparation and use of nitrogen fertilizer based on the perspective of substance category and element valence state, and reduce the transformation of nitrogen-containing substances involved in the environmental impact. To improve the ability of students to solve real problems by using the two-dimensional map of nitrogen element “valence-class”,and to promote the integration of model cognition and evidential reasoning,scientific inquiry and innovation consciousness,scientific attitude and social responsibility and other multidimensional chemistry discipline core literacy development. After several rounds of teaching improvement,the following teaching strategies are proposed based on the teaching effects: making overall arrangement in class and after class, setting reasonable tasks, improve students' interest in participating in the topic, and urging students to devote themselves to the discussion of the topic,focusing on solving real problems, closely combining the discussion process of topics with key abilities to continuously improve and promote each other,let students experience the complete process of “doing real things, really doing things, real reflection, real development”.

Taking“household calcium chloride dehumidifier”as an example,project learning was carried out to help students understand the substances in real life from the perspective of composition and change in the process of completing project tasks and presenting project results. Consequently,the core knowledge of the dissolving-crystallization equilibrium,salt hydrolysis equilibrium,the ionization equilibrium of weak electrolyte in aqueous solution,ion test and calculating was constructed. The qualitative and quantitative analysis methods of material components based on thermogravimetric curves were learned. Disciplinary approaches to the composition and change of material were created. Developing a view of change, particulates and balance and improving the core literacy of scientific inquiry and other disciplines of students were achieved.

Based on the composition model of chemistry discipline core literacy and key competencies,this research proposed the unit integrated teaching design framework of organic compound theme to promote the development of students' chemistry disciplinary competence. Taking the review teaching of “demystifying aspirin” as an example, this research expounded the process of unit integrated teaching design from the aspects of unit teaching objective determination, teaching content determination, situation material selection, disciplinary competence activity design. Through case design and teaching practice, this research compared and analyzed the teaching effect, and then explored the strategies of unit integrated teaching to promote the development of student' chemistry disciplinary competence in the subject chemistry of organic compounds.

The capability structure of text questions of the National College Entrance Examination (NCEE) was analyzed via using the SOLO taxonomy. Meanwhile, the answers of the students in 2021 NCEE volumes A and B, and Hubei examination paper were analyzed to diagnose the SOLO level of the students in the knowledge module of the subjective questions on the principles of chemical reactions.The comparison analysis showed that most of the students were at the multi-point structure level in the process of answering the test questions on the principle of chemical reactions, which had a certain gap with the SOLO level of the NCEE. Through the interview, the deficiencies of thinking ability of students of different SOLO levels were analyzed, and the progressive review strategies of senior three were formulated. Taking the review lessons of the chemical equilibrium constant as an example, the SOLO taxonomy was applied to design the review content of multi-level ability level and the objectives of different rounds of the revision.

This paper analyzes the importance and necessity of integrating local culture into middle school chemistry, and sorts out the chemical knowledge involved in Fujian capital culture. Taking bodiless lacquerware, jasmine tea and sugar painting as examples, this paper designs the application of chemistry teaching, and puts forward suggestions to promote the local culture to better integrate into middle school chemistry teaching, aiming at promoting the cultivation of students' humanistic background, family and country feelings, and forming scientific spirit and dialectical thinking.

Aiming at the limitation of the two-dimensional graphs of quartz structure in the module of “material structure and properties” included in three versions of senior high school chemistry textbooks, the data from the “open database of crystallography” is used to create a three-dimensional virtual model of α-quartz crystal structure. The powerful interactive function of 3D virtual technology makes it possible to explore the spatial structure of α-quartz in all directions, display the unique large-radius double helix chiral structure of α-quartz, and reveal the reason for its optical rotation. The teaching practice shows that it is feasible to use 3D virtual technology to expand the breadth and depth of structure teaching in high school.

Based on the concept of project-based learning, an extended experiment on “digital colorimetric measurement of ultraviolet rays intensity” was designed. The ultraviolet rays catalytic reaction was used to produce ultraviolet rays light-sensitive test strips; the exposure time of the test strips was changed to produce standard colorimetric cards. Using digital imaging, the R-value and absorbance of the standard colorimetric card were measured and a standard curve was plotted. It was eventually used to compare the sun protection effects of SPF50 sunscreen, SPF20 sunscreen, sunscreen clothes, sunshade, body lotion and Vaseline. The experiment was task-driven, highly open, integrated across disciplines and the results were materialised.

Based on handheld technology, the influence of co-ionic effect and salt effect on precipitation and dissolution equilibrium of Mg(OH)₂ were explored. By combining the macroscopic change of Mg(OH)₂ aqueous solution with the experimental curve, the microcosmic reaction principle was deduced and characterized by the reversible equation and other symbolic forms. Thus, students' evidential reasoning ability and “quadruple representation” thinking mode were cultivated, and provided new materials for relevant teaching. In addition, in view of the “abnormal” phenomenon in the experiment process, students were guided to make assumptions, design experimental schemes and other activities. These exploration activities not only developed students' critical questioning thinking, innovative spirit, conflict resolution and flexible thinking abilities, but also implemented the cultivation of core literacy of “scientific inquiry” and “scientific attitude”.

With the clue of the “abnormal” phenomenon that copper chloride and sodium sulfite react into orange yellow precipitates and then turn into white precipitates, and with the goal of training students to form problem-solving ideas and scientific inquiry thinking, this paper skillfully set up progressive problem situations to guide students to explore the two precipitation components and analyze the reaction principle.The handheld technology was enabled to optimize the preparation scheme of cuprous chloride for developing the key ability to conclusion based on evidence reasoning and reflections on evaluation according to experimental results.The students could independently realize the construction of knowledge model and the development of core literacy in the process of exploration and discovery,the progressive inquiry teaching mode of“question-inquiry-conclusion-application”would be finally constructed.

It was accidentally found that the pH of the solution decreased during the reaction between iron and copper sulfate solution. It was found that the oxidation of ferrous ions was the key side reaction of the abnormal phenomenon. Therefore, it was proposed that the method to eliminate the abnormal phenomenon was to prepare 2% copper sulfate solution with hot deoxidized distilled water, and the reaction device should be sealed.

In 1902,the interpretation of the structure of ammonium chloride by the Swiss chemist Werner laid the foundation for the formation of the hydrogen bond concept. In 1920,American chemists Latimer and Rodebush first recognized the hydrogen bond in water and described it as a“weak bond”formed by the hydrogen nucleus held by two octets. In 1928,American chemist Pauling first used the term“hydrogen bond”when explaining the structure of [FHF]^-,but did not clearly define the concept of hydrogen bond.In 1939,Pauling clearly put forward the concept of the hydrogen bond in The Nature of the Chemical Bond and explained the nature of the hydrogen bond. Since then,the concept of the hydrogen bond has been formally formed. In recent years,scientists have discovered new types of hydrogen bonds through in-depth research:π-type hydrogen bond,dihydrogen bond,metal hydrogen bond and single-electron hydrogen bond. With the development of scientific thought and technology,the understanding of the hydrogen bond will be more and more in-depth.