STEM education emphasizes the integration of science, technology, engineering and mathematics. The article discusses the teaching path of STEM education from the characteristics of the disciplines and the internal connections between disciplines. Based on analyzing the connotation and function of prototype introduction, model construction, product design and production, the article constructs the STEM teaching model of “Prototype-Model-Product” (PMP). The article designs a case with “the manufacture of hydrogen car” as an example. By a series of teaching activities from prototypes to models to product prototypes, students could have the chance of being put in a real learning situation which would help to integrate the real life, scientific knowledge, technical design, engineering and manufacture.

Using Webb and SEC models, the alignment between the academic requirements of the curriculum standards and the after-school exercises of the optional compulsory three Organic Chemistry Fundamentals in the 2019 People’s Education Edition and Shandong Science and Technology Edition are conducted. Webb model research shows that the two editions of textbooks have strong consistency in the types, depth and breadth of knowledge between the after-school exercises and the new curriculum standards, but in terms of the balance of knowledge distribution, the consistency of the two editions of textbooks with the new curriculum standard is weak on the theme of “biomacromolecules and synthetic polymers”. SEC model research shows that, from the overall point of view of content distribution and cognitive distribution, the consistency between the Shandong Science and Technology Edition of the after-school exercises and the new curriculum standard is better than that of the PEP Edition; but from the respective view of content distribution and cognitive distribution, the two editions of textbooks have different degrees of consistency between the after-school exercises and the new curriculum standards. The comparison results of the two models show that Webb and SEC models are similar to a certain extent and can be mutually confirmed. According to the research results, suggestions are put forward for the improvement and use of after-school exercises in textbooks.

The immediate evaluation of classroom teaching is one of the critical factors affecting the effect of chemistry teaching. By drawing on some observation dimensions and elements of the LICC classroom observation paradigm, this paper constructs an immediate evaluation and analysis system for high school chemistry classrooms. According to the framework, the paper further encodes, counts and analyses the classroom teaching immediate evaluations of 10 high-quality chemistry lectures in the on-site display of excellent chemistry teaching cases in junior high schools in Jiangxi Province in 2021. According to the research, based on the merits and defects of those ten lectures, the paper puts forward some suggestions for instant evaluation for classroom teaching. To be specific, immediate evaluation should be students-oriented and be conducted holistically; teachers are expected to seize the best timing of assessment and improve their evaluation ability; it’s better to have a clear and specific objective while evaluating students, which means differentiating students and applying different ways of evaluation to them.

Introducing the creative experiment “fire in the palm” into the classroom to stimulate students’ enthusiasm for learning. Two exploration experiments were designed around “the principle and method of extinguishing candles”: “exploring the principle of copper ring extinguishing” and “exploring the order and principle of extinguishing high and low candles”. Through scientific exploration links such as conjectures, designing plans, experimental operations, reviewing literature, and evidence reasoning, the students proved that the main reason for the copper ring to extinguish fire was not thermal conductivity, but the wall effect. At the same time, the core literacy of scientific inquiry had been developed in the process of experiencing complete scientific inquiry. Using handheld instruments to explore the reasons for the extinguishing of candles, which not only deepened students’ understanding of the principles of combustion and fire extinguishing, cultivated their ability to think, but also allowed students to transition from qualitative to quantitative in scientific inquiry and realized the advancement of scientific inquiry literacy.

Micro project teaching is a feasible method to cultivate the core competency of chemistry in the stage of compulsory education. Focused on “manufacture and consumption of preserved egg” as the micro project theme, a micro chemistry teaching project titled “systematic review of chemical properties of acid, alkali and salt” in a junior high school was implemented. This project comprised six sub-projects: material selection, mud blending, encase egg with mud, seal preservation, consumption, and after-class practice. In the process of accomplishing six sub-projects, the instructor created problem situation, and excavated key knowledge, as well as established knowledge framework, helping students develop scientific thinking in classification, analysis, induction and synthesis. It also intended to engage students in applying chemical knowledge to solve practical problems in their daily lives.

Scientific inquiry and practice are the foundations for learning chemistry, applying chemistry, and developing chemistry. With the theme of “salt review” and the project of “sodium bicarbonate type fruit and vegetable wash salt”, this lesson reviews and applies the properties of sodium chloride, sodium carbonate and sodium bicarbonate, so as to develop students’ ability to use chemical knowledge to solve practical problems in different scenarios, and finally complete the project objectives. In this process, from cause to effect, from qualitative to quantitative, from nature to application, students are constantly guided to use old knowledge to obtain new knowledge, improve cognition, and advance thinking.

With the project theme of understanding sodium hydroxide from “mint mosquitos repellent evergreen H₂O cleaner”, the teaching design of “the nature and use of sodium hydroxide” in junior high school chemistry was carried out. Through completing six project tasks of “predicting the physical properties of sodium hydroxide” “proving the existence of sodium hydroxide” “what happens when sodium hydroxide reacts with acid” “what happens when sodium hydroxide goes bad” “understand the relationship between cleaning effect and composition of mint mosquitos repellent evergreen H₂O cleaner” and “picture of mint mosquitos repellent evergreen H₂O cleaner”, students built the experiments to explore the cognitive model. It improved students’ ability to obtain and use information, cultivated their thinking methods to solve real problems from the perspective of chemical literacy, and exercised their ability of communication and expression.

Based on the deep learning theory, taking “acid-base balance in human body” as the study subject, through the “acid-base balance principle”, the analysis model of multi particle and multi balance of aqueous solution is established, through the “treatment of human metabolic acidosis”, the analysis model of multi particle and multi balance of aqueous solution is perfected and applied, students form ideas and methods for analyzing complex systems of aqueous solutions and cultivate high-order thinking.

Taking the phenomenon of “the growth of limescale in kitchen heater” as the analysis object, an attempt was made to cultivate the literacy teaching of “evidence reasoning and model cognition” based on STEM education. It aims to improve students’ understanding of “evidence collection” “analytical reasoning” “model establishment and cognition”, and stimulates students’ interest in learning by integrating multi-disciplinary knowledge points such as science, technology, engineering and mathematics with chemical knowledge.From the perspective of teaching effect, it is necessary to optimize and adjust the teaching content in pre-class, in class and class-out, and STEM should be introduced in the whole process, in order to more effectively help students to build scientific and rational thinking, application expansion ability and evidence collection and application consciousness.

This paper designs practical activity in the production situation of homemade candies based on the STEAM education concepts. The activity takes caramel candy as the carrier, allowing students to use their knowledge in the fields of chemistry, engineering, technology and aesthetics to complete three tasks, including the production of caramel candies, exploring the factors affecting the Maillard reaction rate, and designing functional caramel candy. The activity develops students’ scientific thinking, improves problem-solving ability and aesthetic ability in real situation.

The systems thinking in chemistry (STIC) of junior high school students can be divided into three levels: analytical system elements, comprehensive system elements, and system application, totaling 8 levels of systematic thinking ability. Taking the “Torch Design for the School Games” as an example, the torch design system is divided into four subsystems, exploring hidden elements within the system, establishing associations between each element and subject knowledge, integrating engineering, technology, art, mathematics and other subject knowledge to solve problems, deepening subject understanding, refining the ideas of applying chemical systematic thinking to solve problems. And this paper also intends to explore how to integrate chemical systematic thinking into interdisciplinary project-based learning, develop students’ core literacy.

Based on the chemical experimental types and factors in high school, test content in college entrance examination, students’ ability level and teaching reality, this study discussed the integrated teaching design of experiment inquiry review in senior three lessons. Teachers should pay attention to the diversity and different level of the experiment explore,take the initiative to find and use the real situation, as well as the display and summary of solving problems process. The reasonable selection of characterization methods was also important. In addition, this was conducive to the formation of students’ chemistry core activity experience and their competence development from learning and understanding, applications and practice to transfer and innovation.

Based on the diagnosis of learning situation, a large unit review with the theme of “catalyst and reaction regulation” was designed; in combination with the curriculum standard and the requirements of the college entrance examination, the advanced schema of cognitive development of “catalyst” was outlined, and three micro topics were organized with this as the teaching goal: “exploring catalyst and reproducing reaction process”, “entering the micro world:chemical reaction mechanism”, and “chemical reaction selectivity and catalytic agent activity”. Each micro topic selected test question cases, designed an explicit thinking path of the problem chain, evaluated the results of learning changes, so as to guide the formation of correct methods, strategies and cognitive models, and complete the systematic, comprehensive and micro essential understanding of the relevant content of the “catalyst”.

This paper reviews the intervention model and effect of the intervention empirical research on the PCK development of middle school chemistry teachers, and compares the research status at home and abroad. The review shows that: (1) the curriculum generation intervention model can be divided into implicit curriculum and explicit curriculum. Explicit curriculum can better promote the development of PCK integration level than implicit curriculum. Explicit curriculum is mostly used in foreign studies, while implicit curriculum is mostly used in domestic studies; (2) the practice development intervention model can be divided into reflective practice and research practice. Reflective practice can better promote the development of PCK integration level than research practice. Reflective practice is mostly used in domestic and foreign research, while research practice is less used; (3) the group assistance intervention model can be divided into single group assistance and multi group assistance. Multi group assistance can better promote the development of PCK integration level than single group assistance. Single group assistance is mostly used in foreign studies, while multi group assistance is mostly used domestic studies. At the end of the article, suggestions for the intervention research on PCK development of chemistry teachers in our country and the professional development of chemistry teachers are put forward accordingly, such as the establishment of PCK development portfolio, the construction of teachers’ professional learning community, etc.

Based on the classroom concept of “teaching, learning and evaluation” integration in the new curriculum standard, taking the teaching of “chemical reaction limit” in compulsory volume 2 of senior high school chemistry textbook published by People’s Education Press as an example, with the help of classroom evaluation observation tools developed by information technology means, through random selection of students, targeted selection of teachers and interactive communication mode of active participation of students, advanced classroom evaluation and data recording can be realized to promote students to carry out in-depth learning, reflecting the subject status of students’ learning and the function of evaluation in promoting education and learning, and developing students’ chemistry core competencies.

In scientific experiment teaching of primary school, material dissolution is mostly for students to observe the dissolution process of colored substances, such as brown sugar and sour plum crystal. However, students cannot see the diffusion and dissolution process of colorless substances in water. In order to realize the visualization of the dissolution process of colorless substances, the demonstrative experiments of the mutual dissolution process of alcohol and water as well as the dissolution process of white sugar in water by means of optical method were developed. These experiments provided perceptual knowledge for students to understand the phenomenon of dissolution of substances.

Be directed against the problems of ethanol catalytic oxidation experiments in textbook and literature, a miniature integrated device was made using porous copper foam, glass dropper and syringe. The improved device had many advantages, such as easy operation, saving materials and compliance with green chemistry, which effectively improved classroom efficiency. The effect of ethanol feed rate, different catalysts and ethanol temperature were also explored through variable-controlling approach using colorimeter, and the advantages of the device were scientifically and critically evaluated.

Entropy is an important concept in thermochemistry. Due to the abstraction of its physical meaning, middle school teachers and students are prone to subject understanding deviation when teaching and understanding the concept. This paper focuses on the real problems in the teaching of “entropy”, helps teachers re-understand the principle of entropy and entropy increase from the perspective of the basic principles of statistical thermodynamics, and provides teaching suggestions and example references.

From the perspective of the history of chemistry, this paper describes the development of Chinese traditional brewing process from fermentation to distillation in the time dimension, and extracts the important aspects of the fermentation model, the jiuqu-making process and steaming bucket distillation. Based on the exploration of the philosophical principles, patriotism and social responsibility contained in the process, it reflects the ideological and political connotation of the course. Based on the combination of chemistry, biology and Chinese in ancient books, the interdisciplinary concept is demonstrated. Based on the real situation in the process of brewing, it embodies the educational value of promoting the implementation of the core literacy of chemistry.