This paper introduces the composition of marine effluent ceramics and analyzes the formation and harm of four types of sediments on the surface of effluent ceramics including iron compounds, calcium compounds, siliceous and organic dirt. It also sorts out the physical and chemical removal methods of surface sediments. The goal is to provide readers with basic knowledge of chemistry involved in the conservation and restoration processes of marine effluent ceramics and to appreciate the close relationship between chemistry and society.

In the past 20 years, chemical educators have fully realized the importance of green chemistry education for the future development of chemistry. Meanwhile, systems thinking was proved to be an important thinking mode to promote the sustainable development of modern education. In this paper, the development of green chemistry education and the basic characteristics of systems thinking was summarized. The basic principles and main contents of green chemistry education was expounded, and some strategies were put forward for implementation of green chemistry education based on systems thinking. These strategies may widely be implemented in the field of chemistry education, and provide strong support to carry out the green chemistry education effectively.

The nature of matter is closely related to the aggregation state of matter, in the three versions of the new chemistry textbooks for senior high school, new content related to “the aggregation state of matter” has been added to reflect the new achievements of discipline development, so as to improve students’ knowledge system. This paper comprehensively interpreted and expanded the “aggregation state of substances” with different classification standards, trying to clarify the connotation and relationship of plasma, liquid crystal, quasicrystal, ionic liquid, nanostructured material, and supramolecule. On this basis, this paper summarizes its enlightenment on teaching, with a view to providing reference for high school teaching.

The teaching of “evidence-based reasoning” is literacy-oriented teaching, teaching evaluation scale can be prepared to measure the implementation of “evidence-based reasoning” in teaching and improve the level of teaching. A scientific and effective teaching evaluation scale of “evidence-based reasoning” in senior high school chemistry was constructed by using literature method and three rounds of modification combined with Delphi method. This scale was used to evaluate the high quality chemistry lessons in senior high school. The results showed that the scale was feasible and practical. Based on the feedback information in the scale preparation and application, in order to improve the teaching level of “evidence-based reasoning”, the following teaching suggestions are put forward: Deepen the understanding of “evidence-based reasoning” and promote the improvement of teaching; Strengthen the guidance of logical thinking, perfect the reasoning train of thought; Make full use of multiple resources, deepen the perspective of reasoning.

Based on the chemistry core literacy level and setting questions suggestions of the academic proficiency test in the General High School Chemistry Curriculum Standards(2017 Edition, Revised in 2020), this study analyzed and described students’ abilities in solving practical questions from the perspective of integrating knowledge output level and situation processing level, and constructed the problem-solving ability evaluation framework. The evaluation framework was used to analyze the first survey exam of chemistry in Shenzhen’s senior three in 2023, to assess the ability level of students, and further support the rationality and scientificity of the evaluation framework.

By constructing the framework of chemistry test situation analysis,this paper makes a quantitative analysis of the chemistry test situation of the college entrance examination of national A,B and four provinces in 2022. The results show that the subject of chemistry in the college entrance examination attaches importance to the application and diversification of presentation ways of the situation,and the subject of the situation comes from a wide range of sources and is closely related to production and life. However,the proportion of real situations,the setting of open questions,the degree of correlation between problems and situations,and the degree of integration between problems and emotions,attitudes and values are slightly insufficient.

The same context and the different types means that the students’ different academic quality level of chemistry core literacy is tested through in-depth exploration of the same material with different question types and even across disciplines. With the cutting-edge academic exploration scenario “CO₂ to synthetic starch” as the topic material, three original topics are created from the three presentation forms of chemical reaction principle, material structure and properties, and organic chemical basis.This question setting way is beneficial to improve students’ ability to extract and process information from real situations; It is conducive to improving the level of students’ knowledge relevance and structure; It is beneficial to expand the width and depth of students’ thinking.

To enrich the cognition of the nature of science from different perspectives, the analysis framework of the nature of science from the perspective of Family Resemblance is reviewed in detail in this paper. And on the basis of localization and characterization, the analysis framework is applied to study the Science Curriculum Standards(2022 Edition) for Compulsory Education of China, and corresponding suggestions are put forward, that is, the system of “society+individual” nature of science should be formed in the revision of curriculum standards; The compilation of textbooks should enrich the relevant scientific history texts of scientists; The nature of science teaching mainly takes the form of joint student activities in and out of school scenes.

Taking “the advantages and disadvantages of disposable chopsticks” as a socioscientific issue, this paper sets up problems related to engineering technology, chemistry, mathematics, biology, physics, policy, ethics and safety, and guides students to carry out activities to explore one by one, so as to cultivate students’ scientific thinking, interdisciplinary comprehensive ability to solve practical problems, and improve their core literacy. This paper also guides students to integrate the results of all interdisciplinary activities to try to solve the comprehensive social problem of “whether the advantages of disposable chopsticks outweigh the disadvantages or the disadvantages outweigh the benefits”, and promotes students to pay attention to the society and establish a sense of social responsibility. Each activity case is carried out according to the four links of raising questions, activity exploration, achievement display and evaluation.

Taking the production of toothpaste as the main thread, through four project tasks: understanding the oral environment, selecting toothpaste materials, measuring the content of main materials, and manually making toothpaste, this paper reviews the universality of acid and expands its personality. Understanding the laws of material transformation from the perspectives of element and transformation perspectives, reflects the general ideas of material research, and highlights the basic process of scientific exploration. The ideas to verify that reactions occur without obvious experimental phenomena is constructed. The methods of quantitative determination of the mixture, the ideas and principles of product design are summarized. The disciplinary concept that composition of substances determines the nature and the nature determines the usage are highlighted. The paper presents a case that using knowledge of chemistry to solve real-world problems and effectively cultivate students’ scientific attitude, social responsibility, questioning ability, critical ability, evidential reasoning ability and innovative awareness.

With the theme of “extraction of biomass orange peel pectin and process flow design”, focusing on the social hot issue of “utilization of biomass resources”, project-based teaching was carried out around key knowledge of high school chemistry, such as organic chemistry, experimental chemistry, process flow, and so on. Students were guided to complete activities such as organic structure and property analysis, experimental design and optimization, pectin extraction and process flow design, deepened the understanding of “structure determines property”, formed the general idea for material separation and purification, built the process flow thinking model, experienced the ways and significance of biomass resources utilization, and improved their core literacy in chemistry and problem-solving ability.

In this research, with potatoes as experiment materials, such life and production scenarios as “food rumors” “environmental news” “scientific research conclusions” “production processes” “national strategies” are designed in the purpose of improving students’ core literacy of chemistry. Through such activities as rumor analysis, starch hydrolysis experiments, the assembly of amino acid, discussion about the processing of potato protein, and making suggestions for potato staple food strategy, students are led to, step by step, experience the interdisciplinary model construction process of “perceiving lipid hydrolysis models - constructing carbohydrate cognitive models - refining biological macromolecular cognitive models - applying models to solve problems”, in order to develop model construction capabilities, internalize interdisciplinary thinking, and improve discipline core literacy.

Through statistical analysis of the real situations containing “chlorine” in the curriculum standards, textbooks, papers, and college entrance examinations, a flowchart for selecting the real situation and a flowchart for designing teaching based on the real situation containing “chlorine” are presented. This paper creates a real scenario of “application of chlorine disinfectants in tap water disinfection”, utilizing students’ familiar “water” to conduct multidimensional experimental exploration activities, and understanding the application value of chlorine and its compounds in production and life through problem-solving, effectively implements literacy-based class teaching.

Standardizing written expression is the foundation for constructing subject knowledge and developing subject competency. Two common types of non-standard chemical written expression problems of high school students are listed: the writing is not standardized, and the language expression is not standardized. On the basis of the classification of text writing, a directional error correction strategy is proposed: explain words and clarify differences; create cognitive conflicts and transform cognitive errors. In response to the problem of unclear and incomplete language expression, the solution strategy is proposed from the two aspects of the structure of cognitive thinking and the collaborative application of multiple expression methods.

Through the “One Question per Lesson” column in the lecture plan, this paper encouraged students to ask written questions after class, led students to reflect and question, and solved problems that students didn’t know what to ask, dared not ask, and how to ask. Teachers gave written answers, classify entry, classroom comments, and let students file. Written questions were more effective and more real active learning feedback. In the course of the study, this paper divided the students’ questions into three categories: specific materials, theoretical methods and experiments. This paper reflected on the mistakes and omissions of teaching to remedy them, and designed the review class to solve the problems. Students’ questions promote teachers’ deep learning and deep teaching and research, which was conducive to improving their own quality.

Argument-driven inquiry (ADI) is an instructional mode that integrates scientific argumentation into scientific inquiry activities. Take the experimental activity “removing impurity ions from crude salt by chemical precipitation” in the compulsory module of high school chemistry of the People’s Education Press as an example, and teacher designs teaching plans in eight stages: creating situations, asking questions, designing methods and collecting evidence, constructing an argumentation, argumentation, reflecting and discussing, writing research reports, peer evaluation, and revising and submitting the report. ADI instructional mode is conducive to consolidating students’ grasp of chemical knowledge, cultivating students’ scientific inquiry quality, scientific research spirit, and improving students’ scientific inquiry ability.

Student engagement is an important indicator of teaching and learning quality, and “learning first and teaching later” is an important starting point for transforming teaching methods. This paper investigated the engagement of chemistry study and its influencing factors of the ninth grade students under the teaching mode of “learning first and teaching later”. The results showed that the students in the chemistry classroom had a higher level of student engagement under the “learning first and then teaching” teaching mode, among which the emotional engagement level was the highest, the behavioral engagement was the second, and the cognitive engagement was the lowest. Emotional engagement showed significant differences in gender variables, with girls having significantly higher than boys. There was a generally low-correlated between student engagement and academic performance, specifically, they were not correlated with the academic performance of upper- and middle-stream students, and significantly correlated with the academic performance of downstream students. Learning environment, teacher teaching, and self-efficacy factors all had significant positive effects on student engagement. The research results provided empirical support for understanding the student engagement of chemistry classroom in the mode of “learning first and teaching later” and improving the effectiveness of classroom teaching.

Based on existing literature and the General High School Chemistry Curriculum Standards (2017 Edition, Revised in 2020), the connotation and correlation of “evidence reasoning and model cognition” competence were elaborated, and the evaluation index of “evidence reasoning and model cognition” competence was initially constructed. The Delphi method was applied to carry out five rounds of expert consultation, and the evaluation indicators were revised and improved to form a scientific and reasonable evaluation indicator system of “evidence reasoning and model cognition” competence, to provide feasible reference suggestions for the teaching evaluation of “evidence reasoning and model cognition” competence.