In 2001, K. Barry Sharplesss accurately defined the conception of click chemistry. In 2002, K. Barry Sharpless and Morten Meldal independently developed the milestone click reaction of copper(I)-catalyzed azide-alkyne cycloaddition (CuAAC), significantly stimulating the rapid development of click chemistry. The concept of bioorthogonal chemistry was coined by Carolyn R. Bertozzi. In 2004, Carolyn R. Bertozzi developed the milestone bioorthogonal reaction of strain-promoted alkyne-azide cycloaddition (SPAAC) and used it to successfully label the glycans on the surface of living cells. This initiates the intense research of bioorthogonal chemistry. K. Barry Sharpless, Morten Meldal and Carolyn R. Bertozzi shared the Nobel Prize in chemistry in 2022 for the outstanding contributions in the fields of click chemistry and bioorthogonal chemistry.

In order to explore the characteristics of science curriculum and popular science resources construction in the United States, this study took STEM education as the theoretical basis, based on the STΣ @M pyramid framework proposed by G.Yakman, and the core concepts of NGSS to obtain the coding table of STEM core concepts, combined with the content analysis method to make a quantitative and qualitative analysis of American science reading American Textbook Reading (Science) and supporting videos. Based on the overall distribution of textbook knowledge, textbook columns and usage methods, combined with existing research, the characteristics of this textbook were derived. The textbook adopted a variety of teaching concepts, such as taking science content as the starting point, implementing core concepts and interdisciplinary integration, adopting online and offline methods to promote the development of students’ scientific literacy, the focus on the nature of science, and the diversification of popular science resources.

Textbooks carry the important mission of cultivating students’ cultural self-confidence. This paper attempts to construct the analytical framework of cultural self-confidence materials in chemistry textbooks from five aspects: content selection, presentation position, representation form, discipline connections and knowledge carriers, the method of content analysis is used to analyze the 6 editions (a total of 23 volumes) of senior high school chemistry textbooks published by People’s Education Press since China’s reform and opening up to reveal the characteristics and changing trend of cultural confidence materials. It is expected to provide a reference for the selection of cultural self-confidence materials in senior high school chemistry textbooks and the compilation of subsequent textbooks.

Based on the description of academic quality and academic level in the Compulsory Education Chemistry Curriculum Standard (2022 edition), and according to the characteristics of students and the actual teaching content, the author constructs the 3D matrix mode (homework objectives, homework forms and homework requirements) of middle school chemistry unit homework design. Taking the unit teaching content of water in nature as an example, this article systematically explains the process of homework design, implementation and evaluation, and makes improvement and reflection on the implementation of homework.

Through the solubility experiment of NaCl and KNO₃, students are guided to experience that the dissolution of solid substances is limited under certain conditions, and the dissolution limit will change when the conditions are changed. Further experiments were designed to determine the solubility of potassium nitrate under certain conditions, so as to help students understand the concept of solubility and its influencing factors, apply technology to collect data, and characterize images to initially construct a solubility cognitive model, develop students’ core literacy in chemistry, and the solubility curve was used to solve simple problems.

In teaching practice, students have difficulty in judging which substances have oxidation or reduction; and it is difficult to understand when the same substance can be used as both oxidant and reductant. In view of this phenomenon, this teaching design puts forward the core element-valence two-dimensional diagram, to help students understand the essence of oxidant and reductant concepts, build the relationship between the valence of elements and the oxidation and reduction of substances. And through the process of scientific inquiry cultivate students’ key ability to use the knowledge learned in this class to predict and verify the oxidation and reduction of substances in unfamiliar situations to consolidate the rules learned in this lesson. The teaching effect of this class is good, which effectively breaks through the difficulties of concept teaching, helps students establish the starting price view, and develops students’ scientific inquiry literacy.

With the metal material boosting space dream as the main line, the whole lesson is connected in series from the rocket shell, the re-entry capsule and the rocket fuel propellant. From the perspective of practical application, this paper aims to cultivate the ability to select, optimize and use materials, cultivate students’ awareness of evidence through information analysis and experimental research, learn the properties of aluminum alloy, aluminum oxide and metal aluminum from the perspective of valence-class two-dimensional, gradually form the discipline concept that structure determines nature and nature determines use, understand that material development promotes technological progress, and appreciate the significant contribution of chemistry to social development.

Taking “exploring pH changes of Na₂SO₃ solution and its application” as an example, this paper constructs a scientific inquiry thinking model aiming at research on material properties and changes by using classroom teaching design and implementation, which develops the idea and methods of discovering, verifying, analyzing and applying multi-factors in solving practical problems. With the homework assignments design and implementation,it is enable to reflect and modify the constructed cognitive model, integrate “teaching, learning and evaluating” activities, promote the development and enhancement of students’“scientific inquiry and innovation consciousness” chemistry discipline core literacy.

Structured unit teaching with 3 lessons was designed to be introduced by social focuses. The unit teaching starts from pursuing the transformation pathway of CO₂ founded on three understanding angles including material categories, element valences and chemical bonds, then explores the methods of regulation and controlling the transformation of CO₂ based on the principle of chemical reaction such as chemical-equilibrium, electrochemistry, catalyst, and so on, and further investigates the industrial utilization of CO₂ in view of the integration of cognitive perspectives containing industrial cost, environmental protection, industrial safety, etc. Beginning with a deep analysis about the structure of CO₂ molecule, the unit teaching which integrates reaction principle and combines with inorganic and organic chemistry and eventually achieves problem-solving in practical application, strengthens students’ consciousness of structural learning about the properties and transformation of materials, improves the ability in regulating and controlling material transformation and practical problem solving, promotes the integration and development of multi-dimensional core literacy, and finally guides students to grow into new problem solvers with continuous learning ability.

The teaching objectives of discipline core competencies is advancing steadily, but there is a lack of realistic reflection on the normal teaching objectives of chemistry in senior high school. Based on the teaching objectives analysis of 23 normal lessons of 9 senior high school chemistry teachers, it is found that the teaching objectives of normal lessons of senior high school chemistry present two characteristics. First, it mainly involves the quality of thinking level, but the quality of practice level and value level is insufficient. Second, the competencies levels involved are mainly level 1 and level 2, while the high-level competencies are less involved. Compared with the objectives in the curriculum standard and textbook, the objectives in the actual class have deviation. It is mainly reflected in the lack of practice level and value level in class, among which “inquiry innovation” “social responsibility” and “scientific attitude” are the most serious. It is suggested that teachers should establish a complete view of discipline core competencies, and consciously infiltrate competencies goals in class.

“Chemical bond” is one of the core concepts in high school chemistry education. Effective teaching of “chemical bond” is a topic worthy of attention. From the perspective of combination of three order: development of subject knowledge, textbook arrangement and students’ cognitive development, this paper systematically combs the teaching content of “chemical bond” and constructs a teaching model of “combination of three order”. Finally, based on the teaching model, some suggestions are put forward for the teaching of “chemical bond”.

Teaching design should attach importance to the role of experimental inquiry, drive classroom teaching with questions, and plan high-quality learning activities from the cognitive conflict between the original knowledge and existing knowledge. Based on Mpemba effect molecular theory, this paper takes “Who freezes first, hot water or cold water” as the theme of exploitation and “to verify the effect of Mpemba experiment” as the main idea to guide students to analyze Mpemba phenomenon from the perspective of molecular level. And then the theory of hydrogen bond is carried through the whole teaching process, enriching the teaching practice of hydrogen bond, leading students to experience the process of inquiry-based science and building a bridge between macroscopic material and microscopic world.

This study investigated 703 adolescents of four grades in Chengdu city of Sichuan province from three dimensions: general scientific risk perception, psychological characteristics and cultural characteristics of scientific risk perception. It was found that there was a big gap between senior high school students and seniors in general science risk perception. The psychological characteristics of adolescents’ scientific risk perception were multi-dimensional and correlated, and the cultural orientation had a good development. Among them, the first-year and second-year students’ performance was worth paying attention to. The first-year students had a one-sided perception of the scope, speed and mortality of scientific risk, and had a weak sense of control and a strong sense of fear about scientific risk. There was a big contradiction in science risk perception of sophomore students. They thought that science risk could be controlled, but they reacted strongly to the range, speed and lethality of science risk. They were not confident in what they had learned, and the fatalistic culture atmosphere in the group was relatively thick. Risk education should focus on the risk guidance in the lower grades to eliminate the risk bipolar reaction, improve the risk familiarity through intervention to improve other irrational psychology; To provide students with the opportunity to simulate the rational treatment of scientific risk, using “Action” to promote “Knowledge”.

Using handheld technology digital experimental measurement curves to analyze 5 questions in high school entrance examination and college entrance examination, to verify the authenticity of such chemical test questions, and to explore the chemical test situation from the teaching misunderstanding to the real situation with a case, so that the proposition of the test questions is more meaningful, the situations are more real, the questions are more realistic, and more effective exploration of students’ critical, innovative and other higher-order thinking, transiting from screening and selection to gradually giving consideration to oriented teaching, which is conducive to educating people.

According to the reversible reaction of ferric chloride solution and potassium iodide solution in the textbook, the experimental improvement was carried out, adding carbon tetrachloride into the mixture of ferric sulfate and potassium iodide, using the color depth of organic phase to indicate the amount of iodine generated by this reaction, to identify the direction of equilibrium movement of reversible reaction regulated by temperature and concentration of the reactants. Further setting the feed ratio of this reaction, through four processes of “extraction-reverse extraction-titration-calculation”, the best conditions for improving iodide ion conversion were obtained. The experiment was highly comprehensive and had a high degree of knowledge connection. In the process of exploration, students gradually developed the discipline core literacy of changing ideas and balance thinking through various stages of identification and understanding, application and practice, transfer and innovation.

A meta-analysis method was used to analyze the experimental results of 25 constructive teaching studies quantitatively and systematically on the theme of “chemical bonds” at home and abroad. The results showed that compared with traditional teaching, the overall effect of constructive teaching in promoting the understanding of the concept of “chemical bonds” was significant. Class capacity, teaching time and geographical location had a significant positive impact on the effect of “chemical bonds” constructive teaching, and the more obvious the teaching effect of “chemical bonds” in small and medium-sized classes that had been using constructive teaching for a long time. Based on this, three suggestions for promoting the understanding of “chemical bonds” in teaching and research were proposed.

Questions related to pericyclic reactions in 2016—2021 Chinese Chemistry Olympiad were classified into cycloaddition reaction, electrocyclic reaction, sigmatropic reaction and ene reaction. This paper analyzed the test questions and gave guided solutions, summarized the examination trend of pericyclic reaction in Chinese Chemistry Olympiad, and put forward relevant suggestions for future teaching of pericyclic reaction.

According to the research on the development of helium in 1868, British astronomers Pogson observed the spectrum of D₃ in the solar spectrum for the first time, British astronomer Lockyer and French astronomer unveiled spectrum of D₃, Lockyer named it helium and put forward the hypothesis that helium was a new element. In 1895, British chemists Ramsay and Travers confirmed the existence of helium through experiments, and helium was finally included in the periodic table as a new element in 1905.Helium was originally thought to be an inert element. In 2016, Wang Huitian’s team at Nankai University in China and its international collaborators prepared sodium heliate, breaking the barrier of helium inertia and developing the concept of helium. Various factors led to the misdescription of the spectroscopic discovery of helium and the delay in the discovery of helium. Astronomers and chemists worked together to advance the discovery of helium and the preparation of helium compounds. The formation and development of the concept of helium reflected the development of scientific methods and ideas.