In view of the academic research bottleneck faced by the development of editors, this paper discusses the research direction and development path that academic journal editors can choose. Combined with the work of academic journal editors and own academic development experiences, introduces the path to develop into a scholar editor from the aspects of selecting research direction, carrying out academic research and starting academic career. The editors of academic journals can select “scientific research paper writing”, “scientific research methods” and “weak research topics” as the research directions in combination with the academic fields they serve, so as to achieve the goal of developing into a scholar type editor. The development of scholarly editors and the development of journals are complementary and inseparable. Scholarly editors can promote the development of academic journals, and academic journals can also nourish the development of editors.

In the spirit of turning waste to wealth, a simple and safe method to extract natural anthocyanin in the peel was introduced here, and then the extraction solution was mixed with white vinegar or soda to produce colorful pigments used in beautiful paintings. Purple sweet potato was used to present this magic change. The freshness of the purple sweet potato played a key role in colors of the pigments, and the pigment color of fresh purple sweet potato was brownish, while that of long standing purple sweet potato was brighter. Additionally, acid-base property of paper was also vital in the application of the pigments due to the sensitivity of anthocyanin in the solution. This experiment had several attractive features, like vivid and direct presentation of chemical reaction. Besides, materials used in the experiment were safe, green, and easy to get, so it was convenient for people to conduct it at home. Hence, it was a good way to attract public attention to chemistry, and then cultivate students’ ability of practice and thinking.

This study takes the exercises of the compulsory chemistry textbooks of the People’s Education Edition and Luke Edition as the research object, and analyzes the questioning methods of the exercises based on the two dimensions (scientific ability and scientific situation) in the PISA scientific literacy assessment framework. The study finds that more than 90% of the exercises in the two versions of the textbooks test the ability to “explain scientific phenomena”, while few exercises test the ability to “evaluate and design scientific inquiry” and “scientifically explain evidence and data”; the two versions of the textbooks have less than 40% of the exercises in the situation, among which there are more personal situations and regional situations, and less global situations. The chi-square test shows that there are significant differences in the distribution of scientific abilities examined by the exercises in the two versions of the textbooks, and there are significant differences in the distribution of scientific situations in the exercises in the two versions of the textbooks.

ACC diagram, as a textbook illustration with specific functions, can concretize abstract knowledge and is a kind of illustration with great research value. Using the existing evaluation tools, this paper makes a comparative study of ACC diagrams in 2007 edition elective textbooks and 2020 edition optional compulsory textbooks of People’s Education Edition, and finds that the ACC diagrams in the new textbooks are not only more than the old ones in quantity, but also better than the old ones in technical, scientific and understandable aspects, indicating that the new textbooks pay more attention to the arrangement and design of ACC diagrams. From the conclusion of comparison, it is found that ACC diagram in the new textbook needs to be improved in promoting cognition, picture design, content presentation, and puts forward specific suggestions. At the same time, in the evaluation process, also puts forward reflection and suggestions for the improvement of the tool.

Starting from the content requirements and activity suggestions put forward in the curriculum standards, this paper analyzes the purpose or significance of adjusting the contents of the new and old textbooks of Principles of Chemical Reaction published by Jiangsu Education Press, it is found that the new edition of the textbook further improves the contents of the curriculum standards, better reflects the requirements of the chemical core literacy, has more accurate language description, is more convenient for teachers and students to use. This paper also puts forward some concrete suggestions on the consistency of data, the connection of knowledge between high school and university, the rational use of new textbook resources and other resources.

Taking the chemistry experiment examination of academic proficiency test of senior high school in Jiangsu province as an example, this paper reflects on the current situation of the examination, analyzes the problems existing in the organization, design, implementation and validity of the examination, and puts forward some suggestions on the design of the experiment examination to promote the development of students’ innovative spirit and practical ability.

Integrating curriculum standards and college entrance examination evaluation system, this paper proposed the preparation process of test questions to examine students’ chemistry core literacy. Taking “preparation of KClO₃ and NaClO and exploration of their oxidation capacity” as an example, the core literacy test objective was determined according to the test category and level. The real situation was selected based on the test title of question 26 of national volume III in 2020, and the literature was reviewed, the preliminary experimental inquiry questions were developed based on conditional control. Aiming at the problems of insufficient knowledge coverage and insufficient advanced ability in the first draft, consulted the literature for the second time, dug out the innovation points of the materials, and formed the test questions, and then comprehensively deconstructed the test questions from three aspects: the test situation, the test content, and the test requirements, it was concluded that preparation of test questions should focus on the scientificity, suitability and inclusiveness of the real situation; Authoritativeness, mutual proof and diversity of literature and data; The rationality of essential knowledge distribution and the hierarchy of key abilities examined.

Tea Classic written by LU Yu in the Tang Dynasty, known as the “Encyclopedia of Tea”, is the earliest historical data on tea culture in China and even in the world, as well as the most complete and comprehensive monograph on tea. By analyzing the educational value contained in Tea Classic, this paper explores the chemistry course resources in Tea Classic. In chemistry teaching, taking the traditional cultural content in Tea Classic that fits with chemical knowledge as the situational carrier to build a learning bridge, renew the traditional culture from the angle of chemical content, from the perspective of cultural feeling chemical contains cultural inside information, help the study and understanding of chemical knowledge, enhance the cultural identity and national pride. According to the suggestions and requirements of situation materials given in the new curriculum standard, sortes out the contents in Tea Classic that can be related to the chemistry textbooks of high school, so as to provide materials for the creation of real situations, and create situations by using the similarity between ancient tea utensils and chemical experimental instruments of high school. And some suggestions on how to improve the effectiveness of blending traditional culture into chemistry teaching are also put forward.

This course takes “I am a rice wine brewer-how to brew delicious rice wine at home” as the project theme. In the background of chemical and biological integration, we carried out the chemical teaching of “the transformation of substances and regulation of chemical reactions” in senior high school. Through the three core learning activities of “understanding the changing principles of rice wine brewing, exploring the influencing factors of rice wine brewing, and formulating implementation plans for rice wine brewing”, we implement core knowledge such as the properties of typical organic compounds and the transformation between organic compounds, and experience the important role of the thought of controlling variables in scientific inquiry in the process of solving practical problems, realize the value of regulating the speed and limits of chemical reactions.

Project-based teaching is carried out around the analysis and treatment of wastewater from a rolling mill in a real situation,with the knowledge of iron and its compounds as the main review content. The knowledge of multiple modules of high school chemistry is structured and integrated. Broaden the perspective and depth of students’ understanding of chemistry issues,promote the transformation of students’ enthusiasm for learning and the way of thinking, and implement core literacy.

Based on the study and analysis of Chemistry Curriculum Standard for Senior High School (2017 Edition and 2020 Revision), new textbooks and students, the teaching practice of “introduction to complex theory” is designed as a subject-based experimental inquiry. Employing “POE strategy” in order to advance through progressive questions and experimental design, break through the obstacles of theoretical teaching, expand students’ thinking ability and develop students’ core literacy of chemistry.

In the current teaching of “Hess’s Law”, emphasis is placed on the teaching of problem-solving models such as additive and virtual path methods, and lack of understanding of the transformation of matter and its energy relationship in real situations. Students cannot feel the value of Hess’s Law in production. This paper takes “the significance of coal gasification from the energy perspective for improving coal combustion efficiency” as the research theme, and applies Hess’s law through analytical modeling, experimental verification, and situation regression, re-recognizes the significance of coal gasification to improve coal combustion efficiency from the energy perspective, and realizes that the use of chemical reactions can regulate energy, deepens the concept of energy conservation and energy conservation, and achieves the goal of improving the core literacy of the subject.

Based on the teacher’s disciplinary understanding of chemical reactions and energy, the original question is extracted and condensed: Is there only “heat” as a form of energy transfer between the system and the environment? How does the chemical reaction realize the system’s “electric work” on the environment? How does “electric work” make chemical reactions happen? Through the teaching design and implementation of the big concept of understanding chemical reaction and energy from the perspective of “electric work”, it helps students construct and perfect the cognitive model of “electric work”, and apply the model to explore and transfer, and form the specific thinking mode and method of electrochemistry theme, and fully implement the core literacy of chemistry.

During the teaching implementation of the chemical learning task of “exploring the influence of concentration on chemical reaction rate”, students are guided to find a breakthrough to solve problems, design and implement exploratory experiments, and form cognition. Teachers present data cards, triggering students’ cognitive conflict and questioning; teachers and students work together to find a breakthrough to solve the problem and further develop students’ understanding of the impact of concentration on chemical reaction rate. In the teaching practice, we should stimulate students’ questioning spirit, mold students’ necessary character and improve students’ key ability.

Learning plan is an improvement scheme about the learning experience or process. A teaching model of “focusing on learning and promoting learning through teaching” is built by using the learning plan. It has changed the dominant position of teachers and highlighted the dominant role of students. With anthocyanins as the carrier, through living chemical experiments and by using the chemical equilibrium constant K as an analytical tool, the author tries to evidence reasoning through the learning plan. In the review lesson, there are two lines for teaching and learning. The open line is from the color change of anthocyanin solution under external conditions to industrial synthesis of anthocyanins, and the dark line is from the essence of chemical equilibrium movement to application of chemical equilibrium moving principle. With the combination of two lines, students can independently construct their own cognitive model of “chemical equilibrium movement”, so as to promote the occurrence of deep learning.

This paper explores the teaching resources of intangible cultural heritage printing and dyeing skills from the three dimensions of dye utilization history, traditional printing and dyeing technology, and printing and dyeing environmental protection innovation, and combines them with chemical knowledge such as extraction, natural resource development and utilization, reductant, sulfur and its compounds, phenol alcohol properties, complexes, and electrolytic cells. With printing and dyeing skills as the carrier, traditional culture, ideological and political education, and chemical teaching are organically integrated to implement the development of core literacy of chemical discipline, It can provide reference for traditional culture to be integrated into middle school chemistry teaching.

Based on the different explanations of the flame color of hydrogen combustion, this paper makes an empirical study on the design scheme of three influencing factors, namely flame reaction, flame temperature and gas flow rate. It is concluded that the main factors affecting the flame color of hydrogen are air flow speed, flame temperature and flame reaction of drugs. By using the characteristics of the spherical drying tube to control both the air velocity and the flame temperature, a demonstrative device is designed, which can observe the hydrogen combustion flame is obviously blue. The discussion about the color of hydrogen combustion flame in the textbook is verified by the available instruments and drugs, the executable experimental scheme, the reproducible experimental phenomena and the verifiable experimental results, which breaks through the limitation that the color of hydrogen combustion is not easy to observe in the actual operation.

This paper improved the experiment for the main factors that affect salt hydrolysis balance in the textbook. Experiments confirmed the acid solution with litmus changed colour at pH=5.0 and room temperature. According to the ionization equilibrium constants of water and ammonia, 0.09 mol·L^-1 ammonium sulfate solution was quantitatively calculated and prepared. The initial colour of ammonium sulfate solution was purple after the addition of litmus. By comparing the colour changes during heating and cooling, the equilibrium movement process for the hydrolysis of ammonium ion was visualized. By adding strong base weak acid salt into “coloured solution”, the essence of double hydrolysis reaction was explored, and the influence of temperature and concentration on salt hydrolysis was further verified. The improved experiment was simple, quick, and effective, and the visualization of the experiments helped students to construct a complete cognitive model.

The combination of scanning electron microscope and X-ray diffraction was applied in exploring the solid products of formaldehyde and freshly prepared copper hydroxide at the micro level. It mainly explored the influence of reaction temperature, the amount of formaldehyde and copper sulfate on the components and the crystal morphology. It provided new materials and new perspective for cultivating students’ “scientific inquiry” and “combination of macro and micro” core literacy, and had reference significance for the development of first-line experimental teaching.

The reaction mechanism of sodium hydroxide solution with common non-metallic oxides such as carbon dioxide, sulfur dioxide, sulfur trioxide, nitrogen trioxide, nitrogen dioxide and chlorine dioxide is analyzed and compared by using the arrow push method, which is a method to analyze and write the reaction mechanism of organic chemistry. The preliminary analysis shows that some non-metallic oxides experience a nucleophilic addition reaction process similar to that under alkaline conditions in organic chemical reactions during the reaction with sodium hydroxide solution.