From firewood to coal, oil and then new energy, every breakthrough of energy utilization throughout human history has greatly promoted the development of social productivity. From the point of view of chemistry, the process of energy revolution is the course of reducing carbonaceous energy use and increasing hydrogen energy ratio. This paper firstly introduces the process of energy conversion, then compares the difference of fuel sources based on the molecular structure of the materials they mainly contain, then mainly focuses on the technologies and advanced researches of CO₂ utilization as an important C₁ resource, and finally predicts the future development of carbon science and technology in our country.

The arrangement of the course content order of “physical chemistry” is one of the core issues in the teaching of “physical chemistry”, and the Teaching Suggestions for Chemical Theory teaching in chemistry majors issued by the Education and Guidance Committee does not explicitly stipulate it, and the classic textbooks deal with it differently. After comparing and analyzing the differences in the order of the arrangement of different classic textbooks, it can be seen that the disciplinary thoughts and cognitive rules of physical chemistry are the two principles that determine the order of arrangement. According to the disciplinary thinking, from the three dimensions of space, time and system, a logical relationship diagram is drawn for the core content of the “physical chemistry” course, and a variety of ways of arranging the content are proposed in combination with the cognitive laws.

Unit operations of chemical engineering is the most important and fundamental course in Chemical Engineering program. It plays an important role in ability cultivation. The objectives of ideological and political education have been determined first, and then the matrix between the course materials and cultivation essentials have been constructed by the team. According to the twelve principles of green engineering, some have been supported and taught by unit operations of chemical engineering. The MOOC specially on ideological and political education have been constructed on the basis of its original MOOC with the integration of information technology. The design and strategy of this course has been presented by taking the chapter of distillation for instance. Based on the above, the teaching effects have been evaluated by student assessment, student outcomes, and also the effects, importance, and integration naturality of cultivation by taking one class as an example. The world view, philosophy, and value of students can be enhanced with a civilizing influence through the course. This paper can provide an example on ideological and political education of the professional courses in chemical engineering program.

There are several common problems in the current teaching of chemical elements, such as trivial teaching content, poor systematicness, many knowledge points and chemical equations that need to be understood and remembered, and single content structure of teaching materials. Combining with discipline development and cutting-edge achievements to reconstruct teaching content, we explore the problem-oriented inquiry classroom to change students' passive state, employ the online and offline mixed teaching mode (absorbing the advantages of traditional classroom teaching and information network teaching) to extend the content and depth of teaching, as also to promote the teaching efficiency. New carbon fullerenes and graphene were introduced to guide students to analyze and establish the relationship among structure, properties and uses. By adopting the comprehensive skills of courseideologyand politics, chemistry history, scientific research progress, Mlabs virtual experiment, innovation and expansion, video and animation deduction, the classroom teaching of elemental chemistry will become dynamic and energetic, which is benefit for further cultivating and improving students' scientific thinking.

In response to the current requirements for the training of emerging applied talents in the context of new engineering, the introduction of curriculum ideology and politics is a crucial link. Based on the characteristics of the inorganic chemistry course, this articledesigns the ideological and politicalteaching process of “primary battery”, organically unifies knowledge transfer, ability training and value guidance, and strives to achieve the improvement of students' personal, social and professional values, and cultivates a “craftsman spiritual” new engineering talents.

To better serve the engineering education professional certification (hereinafter referred to as engineering accreditation), based on the concept of outcome-based education (OBE), we focused on exploring the elements of course ideology and politics involved in engineering accreditation standards,the case design and practice of the college chemistry course were also carried out in terms of design ideas, teaching objectives, introduction design, and teaching process, and assessed the performance of course implementation, including process evaluation, specialized course effectiveness, questionnaire results, and subjective descriptive feedback. The results show that under the OBE concept, the construction of course ideology and politics has effectively improved students' academic performance, learning interest, and comprehensive quality, and achieved a good teaching effect.

Taking the Grignard reaction in organic chemistry experiments as an example, this paper describes a teaching design devoted to training scientific research methods which was based on classical basic experiments. The training topics, such as literature reading, data-guided operation, problem exploration, and scientific writing, are integrated into the teaching design. It has realized the consolidation of students' experimental skills, training of scientific research methods, cultivation of scientific literacy, and establishment of scientific thinking.

Based on the research result of the one-pot total synthesis of natural product Luotonin F, and with the assistance of undergraduate innovative comprehensive experimental platform, the one-pot total synthesis of natural product Luotonin F from simple and readily available substrates was investigated under mild conditions. This experiment transformed the frontier theoretical knowledge of self-directed one-pot synthesis into the total synthesis of Luotonin F. The experiment includes four parts: Literature investigation and analysis, one-pot total synthesis of Luotonin F, spectral data processing and mechanism study. The results show that this teaching practice can significantly improve the students' understanding of the research method of organic synthesis and mechanism study. Moreover, the systematic experimental procedure can help students to master the relevant experimental operating techniques, and the testing principles and operating skills of large-scale instruments such as nuclear magnetic resonance. students' comprehensive quality in literature retrieval, synthesis route design, synthesis operation, and spectra analysis will be trained in this experiment. Their interests in scientific research and innovative consciousness of solving problems independently can be further enhanced.

Considering the existing problems of analytical chemistry experimental course, we made a teaching, report and evaluation reform trial based on the characteristics of test report from social testing institutions. In this reform trial, analysis of actual samples, the usage of national standards, metrological tracing, report designment and colleague auditing were introduced, which improved students' learning motivation and ability of metrological tracing, report designing and teamwork, laying the solid foundation for their future employment and advanced studies.

The X-ray diffractometer test experiment course is limited by class hours and x-ray devices. It is difficult for students to understand the structure, working principle and working process of the instrument, which affects the effect of experimental teaching. In order to improve the quality of experimental teaching and apply what we have learned.A simulation experiment teaching platform of X-ray diffractometer is designed and developed based on Unity3D and Java Web. Students can not only demonstrate the test process and learn the working principle of X-ray diffractometer on the platform, but also understand their mastery of relevant knowledge through the online examination system of the platform. The use of the platform not only enriches the means and evaluation system of X-ray diffractometer test experiment teaching, but also effectively improves students' interests in scientific research and experimental ability.

This paper outlines the systematic curriculum design of “training of high school chemical teaching skills” from the perspective of the development of PCK. Based on the existing teacher education framework, we optimize the essential and inevitable relationship between teaching skills and PCK, and emphasizes the overall optimization design of curriculum goal determination, curriculum content selection and curriculum content organization, so as to realize the learning effect of PCK and chemistry teaching skills.

Based on the requirement of vocational skill level certificate in food safety evaluation for food and agriculture technical, this paper analyzed the problems in the integration of vocational skill standards into physical and chemical analysis of food. Studies and practices have been conducted from three aspects: optimizing the course content system, strengthening the construction and use of virtual simulation laboratory, and improving teaching ability, in order to comprehensively improve the comprehensive ability of students and provide more talents for food analysis.

Based on the cooperative application and expansion of course contents including the chemical process mass and energy balance and environmental pollution prevention, the scientific research of “study on production process simulation and environmental risk of phthalic anhydride” is built and used as the comprehensive teaching case for the course. During the teaching practice, the chemical process simulation software Aspen Plus combined with the environmental risk assessment tool “life cycle assessment” (LCA) is involved and introduced. The teaching practice shows that the introduction of engineering-related teaching case not only makes abstract theoretical knowledge more accessible and concrete, but also deepens students' understanding of curriculum knowledge. More importantly, students' comprehensive ability to analyze and solve the environmental pollution problems of chemical production by using the professional knowledge is strengthened, which lays a solid foundation for them to step into related fields in the future.

In order to solve the problems of limited class time, high learning difficulty, and low acceptance of students in organic chemistry courses for environmental majors, we actively performed reformation of teaching mode. Based on practice, we compared and analyzed the advantages and disadvantages of four teaching modes, including traditional classroom teaching, online teaching, enhanced classroom teaching and online & offline hybrid teaching. Based on the questionnaire survey, grades and teaching evaluation results, we performed specific analyses on the teaching effect and the acceptance of students. The results illustrated that enhanced classroom teaching and hybrid teaching showed more prominent advantages than traditional classroom teaching and online teaching. In addition, hybrid teaching showed better teaching effects, and the highest students' acceptance. Our study shows that the transformation of teaching mode had achieved good results, and the hybrid teaching mode is the key development direction of this course in the future.

Taking the course “principles and applications of electrochemistry” as an example, combined with the needs of “double first-class” construction of Central South University, the importance of the reform and innovation of electrochemistry course for graduate students is proposed. From the development process of teaching content, teaching mode, teaching materials and teaching team, the reform and innovation approaches to this course are deeply discussed, and the preliminary achievements of this reform are made as compared with the original course. It is believed that the reform and innovation of this course will play a positive role in promoting the reform of postgraduate education and teaching.

In this paper, the reform and practice of the postgraduate curriculum of modern characterization technology is introduced. In which, the structure of the knowledge system has been designed scientifically, and the principles and applications of a variety of modern characterization technologies have been introduced based on the classification according to the research target. The discussion in the class is well organized by integrating PBL teaching mode. Therefore, the students can master the practical applications of the modern characterization technologies, employ them in the scientific research, and improve their ability in finding and solving problems. Furthermore, the ideological and political elements of the curriculum is also explored in order to cultivate culture self-confidence, national pride and craftsman quality, based on that, the quality education is integrated with the professional knowledge learning process, and the cultivation function of the curriculum is well represented.

Based on the technology acceptance model and TPACK theory, combined with structural equation modeling, taking handheld technology as the technical object intechnology acceptance modeland TPACK, the correlation between the handheld technology acceptance and TPACK of chemistry pre-service teachers in H University was investigated. The results showed that (1) The behavioral intention, perceived ease of use, and subjective norm of chemistry pre-service teachers on handheld technology positively affect the development of their TPACK; (2) The perceived usefulness and self-efficacy of chemistry pre-service teachers on handheld technology positively affect behavioral intention, and can indirectly affect the development of their TPACK through behavioral intention. Finally, based on the research results, four suggestions are put forward to improve the handheld technology TPACK of chemistry pre-service teachers, including playing the leading role of example and paying attention to the integrated application of high-quality resources.

This paper introduces the proposed mechanisms for the reductive demercuration, including concerted mechanism by Bordwell and Douglass, radical cage mechanism by Pasto and Gontarz, radical chain mechanism by Whitesides and Filippo, and the improved radical chain mechanism by Quirk, Whitesides and coworkers. As a complement to the textbooks, this paper aims to help the students learn more about organic chemistry knowledge and research methods, and develop right learning and researching attitudes toward organic chemistry research. We also suggest that the textbooks give brief introduction to the radical chain mechanism when they are updated.

There is intimate connection between the degree of crystallinity and density for crystal polymer. Volume crystalline and weight crystalline are all related with the crystal density, acrystal density and real density of the polymer. The two formula are all be derived by the hypothesis that there are additivities between densities and specific volume. The two formula were derived through the weight or volume additivitie, while as no hypothesis is needed. It's very easy for students to understand.

Aiming at some questions in the properties experiment of inorganic chemistry about the influence of solution pH on the redox reaction products between potassium permanganate and sodium sulfite, the chemical phenomenon changes after the reaction products being placed for a period of time, etc., the functions between electrode potential of related redox couples & pH were derived by Nernst equation, and the thermodynamic stability and existence forms of Mn system related substances in water were discussed by potential-pH diagram. The reasons for the reaction of KMnO₄ as oxidant with Na₂SO₃ to produce different products under different pH were discussed. In addition, the possibility of the products being converted into MnO₂ , Mn(OH)₂, etc., by placing for a period of time was discussed theoretically under certain pH condition and the excess of some reactants.