This study takes the compulsory experiment texts of senior high school chemistry textbooks published by People’s Education Press, Phoenix Education Publishing, Shandong Science and Technology Press (2019 edition) and Shanghai Science Edition(2020 edition) as the research object. The study constructs framework of the compulsory experiment texts in senior high school chemistry textbooks based on “scientific inquiry and innovation consciousness” competences. The study analyzes and compares the similarities and differences of the compulsory experiment texts in the four versions of textbooks based on the framework, and provides suggestions for high school students’ compulsory experiment teaching.

The differences of electrolyzing saturated NaCl solution in the textbooks of People’s Education Edition, Shandong Science and Technology Press and Jiangsu Education Press were carefully discussed, and the corresponding chemical nature was systematically demonstrated from macro and micro perspectives. The results were helpful for deepening the scientific understanding about electrolyzing saturated NaCl solution and chlor-alkali industry, thus providing necessary theoretical basis for the comprehensive utilization of various textbooks and the teaching design.

This paper analyzes the college entrance examination questions in Beijing in recent 6 years by the analysis model. From the test question level, students need to establish basic cognitive angles and analysis ideas concerning the problem of aqueous solution; From the capability requirements, some of the test questions have realized the integrated examination of key abilities. Through question proposition and testing, it is found that students can not call multiple cognitive angles to form ideas independently. As a result, teaching improvement strategies including comparing the common cognitive angles in different problem situations and establishing the “aqueous solution-equilibrium” binary analysis model are put forward.

According to the course standards and focusing on the core literacy, this paper gives several examples to show how to design chemistry homework related to real situation under the background of “Double New”. The homework design is carried out from six types of real situations, including life-production, academic research, chemical experiments, historical facts of chemistry, textbooks and interdisciplinary, and highlights the functional value of homework for the implementation of core literacy.

Based on the perspective of chemical discipline understanding, taking “understanding the solubility of sodium carbonate” as an example, this paper reviews the discipline understanding based on the study of the solubility of sodium carbonate in different solvents, the heat absorption and release of sodium carbonate dissolved in water, the change of sodium carbonate solubility with temperature, and the comparison of the solubility and application of sodium carbonate and sodium hydroxide, help students think structurally about the core concept of “solution”, so as to improve their core literacy.

“Formation of solution” is a typical content of the diversity of substances in junior high school chemistry. Through three links of “making milk tea\|exploring milk tea\|tasting milk tea”, this paper enables students to design experiments, observe, compare, classify and reason by means of hand\|held digital experiments, model sketches and other means, understand solutions from multiple angles, and construct the relationship between the macro characteristics and micro essence of solutions. In real life situations, this paper changes experimental strategies and learning methods, completes challenging tasks, and gradually deepens the understanding and transfer application of the core knowledge of solution, comprehends the concept, method and value of discipline in “learning by doing” and “learning by using”.

With the theme of “comprehensive utilization of starch”, the teaching on sugars in “basic nutrients” in high school chemistry was carried out. Students will master the principles of sugar hydrolysis, the properties of sugars and their transformation in practical activities and classroom teaching by completing 9 projects such as “home-made sugar” “home-made rice wine” and “home-made vinegar”. Through understanding the polylactic acid plastic and its value in utilization,practical activities such as self-made environmentally friendly materials,students are to realize the positive role played by the comprehensive utilization of starch in environmental protection, and implement relevant chemical core qualities.

Using “nuclear energy” as a bridge between different disciplines, centering on the social science topic “advance and retreat of nuclear energy development”, students are guided to participate in the discussion of hot social issues as citizens through three links: preparation before class, discussion during class, and reflection after class. The results show that SSI teaching is feasible and popular. In thinking and dialogue, students can further learn to dialectically view the multi-faceted development of science and technology, but their ability of argument needs to be improved. It is suggested that SSI teaching and training should be strengthened from both students and teachers, and educational information technology should be used to expand teaching time and space to have SSI teaching a better effect.

Taking the teaching of “primary battery” as an example, by setting closely related tasks and combining handheld technology, the principles of “how to obtain a stable working battery” and “how to obtain an efficient battery” are explored. This paper makes full use of the existing cognitive models of physics and chemistry to teach interdisciplinary concepts, cultivates students’ ability to collect and analyze evidence from macro and micro levels, and develops the core literacy of “evidence reasoning and model cognition”.

This study overcomes the shortcomings of the current textbook writing and the limitations of the existing teaching research, and designs and implements the effective “literacy-oriented” classroom teaching strategy in the course of “chemical balance” theme teaching. This paper guides the students to understand the reversible reaction and the chemical balance state from the macro level, and then explains the chemical balance from the micro level. Understanding the chemical balance constant through the conjecture, calculus, verification, promotion and other exploration activities, so as to realize the qualitative analysis of the chemical balance to the quantitative judgment. Through the activities of “collecting evidence, proposing hypothesis, building model and model prediction, and experimental verification”, the way of “Lecharet principle” is innovated. In the whole section, the basic teaching program of “real situation as the carrier, specific problems, experimental facts as evidence and thinking model as the guidance” is designed, so that students can gradually develop the core quality of chemistry in a series of inquiry activities.

Based on comparative analysis of the new and old curriculum standards and textbooks, the cognitive style, the big idea, and the teaching objectives of the themes in synthetic polymers are defined. The “anti\|virus mask” during the COVID\|19 pandemic is selected as the theme situation. The big idea of “structure determines the nature and the nature determines the use” guides the teaching of the unit. During the process of solving students’ real problems, this paper develops ways of understanding synthetic polymers for students, and promotes the development of students’ core literacy of chemistry discipline.

This paper analyzes the thinking process of senior high school students in learning isomer, which designs a four-dimension and five-level variables model of carbon chain isomer, position isomerism, functional group and information processing. This paper sets the learning processions properly and plans the isomer learning progressions systematically in high school,which leads to the design of 12 progressions with three advanced stages and five levels. This paper plans the learning processions systematically and evaluates thinking ability accurately. This paper also suggests the use of structure models and mind maps in isomer teaching to develop students’ thinking level of isomers and cultivate students’ core literacy of evidence reasoning and model cognition.

Subject understanding is an important part of teachers’ professional development, which can provide subject function analysis for literacy-based classroom teaching. This study collects the data of seminar videos, teacher interview recordings, classroom teaching videos, teaching designs and other data during the seminar of the big idea lesson “material composition exploration”, and uses the elements of subject function analysis to analyze the characteristics and changes of junior high school chemistry teachers’ subject understanding under the intervention of professional learning community through qualitative content analysis, so as to explore the professional development of teacher. The results show that teachers’ subject understanding has undergone significant changes and teachers’ professional quality has changed in theory and practice. At the same time, it is also confirmed that the seminar activities of big idea lessons based on subject understanding under the intervention of the professional learning community can promote the professional development of teachers and provide new perspectives and paradigms for teaching research activities and teacher training.

Using the literature research method, starting from the two aspects of high school chemistry teaching characteristics and teachers’ effective teaching, this paper constructed the evaluation index of high school chemistry teachers’ information teaching skills, which was composed of three primary indexes and ten secondary indexes, including information application ability, information resource integration ability and information teaching implementation ability. The index weight was determined by the path coefficient of structural equation model, the evaluation index system of information-based teaching ability of high school chemistry teachers was constructed. The empirical research showed that the constructed evaluation index system had strong operability, intuitive and clear evaluation results, and was convenient for continuous improvement.

In view of the deficiency in the preparation of ethyl acetate, sodium alginate-iron gel spheres (SA-Fe) was designed and synthesized as a catalyst.The operation risk of using concentrated sulfuric acid was reduced, the post-treatment of the reaction residue was facilitated, and the catalyst recovery and regeneration were facilitated at the same time. Made the classroom demonstration experiment simple, safe and green.

An experimental innovative design for the laboratory simulation of “industrial preparation of nitric acid” was presented, with the help of customized long-handled U-shaped glass tube, balloon, and MCH ceramic heating rod, to set up an integrated experimental device. This device had high reaction efficiency, safety and environmental protection, and thus optimized the experimental teaching system, and would be helpful for cultivating students’ innovative consciousness in experiment class.

The establishment of school-based chemistry experiments elective courses is an effective supplement and expansion to classroom experiments teaching. To fully benefit from elective courses, it is necessary to provide students with the effective materials, insist on not doing advance learning experiments, not doing simple interesting experiments and not doing simple repetitive experiments, and build a series of systematic contents. Especially in the content setting of senior high school chemistry elective courses, it is advisable to explore the three directions, which are knowledge application, experimental technology, and scientific methods, so that it has to capability to increase the students’ thinking capacity and improve students’ experimental skills and comprehensive literacy.

Chloroplast pigment extraction and separation experiment is a classic biology experiment in senior high school in China. The explanation of the principle of pigment separation in the textbook is inconsistent with the experiment that “the pigments in green leaves can be dissolved in the chromatographic solution, but the solubility of different pigments is different. Those with high solubility diffuse quickly with the chromatographic solution on the filter paper, and vice versa”. The explanation in the textbook is the principle of distribution chromatography, but the author believes that it is more reasonable to explain the experimental content with the principle of adsorption chromatography. This paper introduces the origin of pigment separation and chromatography technology, and makes an in-depth discussion on the separation principle of pigment in chloroplast by using the knowledge of biology and chemistry in senior high school, which will help teachers and students master the principle of pigment separation and deepen the understanding of relevant knowledge.

In 1771, the Swedish chemist Bergman clearly put forward the hypothesis that pyrolusite contained new elements, and initially named it manganese. In 1774, the Swedish mineralogist Gahn produced manganese for the first time, and the manganese hypothesis was verified. In the same year, the Swedish chemist Scheele characterized the properties of manganese elemental substance and confirmed that the term manganese was named for the element, and the concept of manganese was formally formed. After the rise of isotope chemistry, a total of 25 manganese isotopes have been discovered since 1923. Manganese is clearly defined as the general term for all atoms with a proton number of 25. The discovery of manganese enriched the early development of analytical chemistry before the formation of systematic analysis in the early 19th century. The evolution of its concept permeated the formation of systematic analysis and the rise of isotope chemistry. In the qualitative to quantitative research process, it reflected the progress of scientific ideas and methods.