The teaching objectives of core competencies are the core to implementing core competencies-based teaching. However,currently designed core competencies oriented teaching objectives are often more generalized,without elaborating on the specific connotation of core competencies in combination with teaching content,and different dimensions of core competencies are relatively fragmented,without paying attention to the advancement of core competencies. On the basis of clarifying the characteristics of core competencies oriented teaching objectives, this paper elaborates on the ideas and methods of designing unit teaching objectives systematically based on curriculum standards, textbooks, and learning situations:Clarify the core competencies development requirements for unit teaching,determine the development space for student in the unit, construct a unit goal framework, and describe teaching objectives. Corresponding solutions have been proposed to address the common problems encountered in the design of core competencies-oriented unit teaching objectives.

The SEC consistency analysis tool was used to analyze the consistency of the exercises of junior high school chemistry textbooks in terms of content topics and cognitive levels, to reveal the distribution characteristics and consistency of the exercises of different versions of textbooks in these two dimensions, the results showed that the overall consistency index of the exercises in the three versions of the textbooks was not high with the new curriculum standard, and there was more room for improvement in the setting of the exercises in the textbook. Then this paper proposed corresponding suggestions for the preparation and teaching implementation of the exercises in the new textbook.

Through the methods of content analysis and comparative analysis, this paper studies the atomic structure topic contents in the curriculum standards of six countries or areas, explores the differences and similarities in the three aspects of curriculum requirements, performance expectations and related concepts, and constructs the subject understanding of the atomic structure topic at the curriculum level. The results indicate that in terms of curriculum requirements, it pays attention to students’ performance expectations, emphasizes scientific practice, and does not fully provide teaching implementation suggestions. In terms of performance expectations, its level and dimension are different. In terms of related concepts, there are differences in the hierarchy and content selection of concepts. In terms of subject understanding, the primitive question of atomic structure topic condensation is “how the particles in atoms interact”. The cognitive perspective on the extraction of curriculum level is the “electronic” perspective. The conceptual hierarchy with the topic big ideas of “atomic structure model” and “atomic configuration model” is constructed. With a view to providing suggestions and references for students’ topic learning and teachers’ teaching implementation.

Selecting literature materials to create questions in real situation can ensure the scientificalness of questions and the fairness of exams. Two chemistry experiment questions for the college entrance examination were presented based on the literature of Chinese Journal of Chemical Education. Detailed analyses and explanations were given on how to select and study literature, how to utilize literature materials to create real situations, how to test students’ subject abilities comprehensively, and how to design questions that meet the requirements of the college entrance examination in terms of difficulty and differentiation.

By utilizing experimental results from modern analytical instruments such as infrared spectroscopy, nuclear magnetic resonance hydrogen spectroscopy, nuclear magnetic resonance carbon spectroscopy, X-ray diffraction, etc., students are assisted in directly predicting the properties of phenol based on its structural characteristics. Carefully designed experimental activities guide students to explore and learn about the properties of phenol from multiple angles and levels. Integrating evidence from various experimental methods helps students construct and improve their knowledge, identify the relationship between macroscopic phenomena and microscopic structures, and develop their ability to predict, analyze, and explain the properties of substances based on their structures. Through the process of evidence-based reasoning, students’ scientific inquiry skills and innovative thinking are enhanced.

The project focuses on “recycling and utilization of scrap iron”, through four project tasks: clarifying project tasks, designing the conversion path of scrap iron, optimizing scrap iron recycling plans, and displaying recycling results, completes a special review of “common acids, alkalis, and salts”, and constructes a knowledge network of acids, alkalis, and salts, and a general model of material recycling and utilization, so as to penetrate disciplinary concepts such as element view, particle view, and transformation view, and develop key abilities like designing and evaluating experimental plans, exploring and innovating experiments, reasoning evidence and cognizing models.

By using the principle of lever balance, the process of solid dissolution and crystallization is cleverly characterized as the tilt of the lever, and the amount of dissolution is characterized as the degree of tilt. The delay photography technology is used to condense several hours of experiments into tens of seconds, improving classroom teaching efficiency. At the same time, micro focus photography is used to capture the shape changes of sucrose crystals during dissolution and crystallization, providing multiple convincing evidence for “no longer dissolving”, greatly enriching students’ visual perception. Based on the experimental phenomena in the experimental video, students use scientific methods such as comparative analysis and reasoning to independently construct the concepts of saturated and unsaturated solutions, and construct a model for the mutual transformation between saturated and unsaturated solutions from three dimensions: solute mass, solvent mass, and solution temperature. Under the guidance of the teacher, students use the idea of controlling variables to construct the concept of solubility.

With the goal of developing students’ core literacy, this article focuses on exploring the question of “how much substance can water dissolve” in teaching design and implementation. This article guides students to analyze problems, design solutions, collect evidence, and draw conclusions, so as to cultivate their ability to discover and solve problems, and promote the transformation from knowledge to literacy. Through the study of “how much substance can water dissolve”, students can qualitatively understand that the dissolution of substances is limited, laying the foundation for a quantitative understanding of the limit of substance dissolution, i.e. solubility, in junior high school.

Problem generation is the first step of problem solving and the source of creativity. The study used the thinking aloud method to collect information about the thinking process of problem generation in real chemistry situations from 40 high school sophomore students, carried out the coding analysis. The cognitive behavior maps were drawn to explore the different cognitive models, characteristics and distribution of students in the generation of chemical problems. The study has found that the cognitive models of high school students generating chemical problems in real situations can be classified into three types, namely: contextual information recognition-based cognitive model of chemical problem generation, knowledge or experience linking-based cognitive model of chemical problem generation and problem iteration-based cognitive model of chemical problem generation. By comparing the characteristics of the three types of cognitive models, it is proposed to use the chemical problem generation table to make the thinking process of problem generation explicit, and guide students to generate high-quality chemical problems.

The perspective of chemical cognition refers to the side, angle, or entry point of understanding the characteristics and laws of matter and its changes, which has received widespread attention due to its unique disciplinary and literacy development functions. This paper presents the development of the theme of “composition of matter” from two aspects: the basic composition of matter and the functional composition of matter. The implication for the “literacy based” chemistry classroom teaching is to focus on constructing a perspective of chemistry cognition based on subject primacy issues, developing a perspective of chemistry cognition based on advanced teaching design, and transferring a perspective of chemistry cognition based on challenging learning tasks.

Given the importance of fire safety knowledge, it is necessary to make fire safety knowledge hidden in chemistry teaching explicit during the senior high school stage. Its main content includes a new understanding of the combustion conditions; The type and characteristics of combustion; Flammable and explosive safety knowledge; The definition, classification, and conditions of fire; The basic principles and methods of fire extinguishing; Common fire extinguishing equipment. This calls on all levels and various types of education administrative departments to attach importance to the education of fire safety knowledge, enhance students’ recognition and response to fire risks, and establish the foundation for future socialized fire protection work.

This paper sets five key questions through the analysis and thinking on the specific content of RAMP, and guides the five key questions to design the risk assessment template for middle school chemistry experiment. According to the specific content of the RAMP paradigm, the evaluation standard and rating of students’ risk cognition ability were established, the risk cognition education mode of chemical experiment in middle school was constructed based on the RAMP paradigm, and the application of this mode was expounded with the composition exploration experiment of chlorine water as an example, so as to provide reference for the cultivation of chemical risk cognition and middle school students’ decision-making ability.

In the teaching practice of “copper-zinc double-liquid primary cell” in second year of high school, there were many problems with using “saturated KCl solution-agar salt bridge” in textbooks. Therefore, the deerskin towel salt bridge made of deerskin towel soaked in saturated potassium chloride solution was used in this paper to try to replace the “saturated KCl solution-agar salt bridge” for the experiment. The results showed that the deerskin towel salt bridge had the advantages of simple device, easy operation, rapid reaction, obvious phenomena, etc., and had certain value to be promoted.

In this paper, using a drip-type gas generator as the reaction apparatus, ethylene was prepared by solid ethylene and 30% potassium hydroxide solution as raw materials. The solid-liquid contact method to prepare ethylene had the advantages of controllable reaction speed, no salting out and liquid flooding phenomenon, gas production efficiency of more than 90%, and the small volume of experimental equipment and large gas production. It provided a convenient and safe method for laboratory-scale ethylene production.

In response to the difficulty in observing white precipitates in the preparation of Fe(OH)₂ experiments, students were encouraged to independently innovate in the classroom and personally experience the entire process of designing experiments based on literature, verifying experiments, and ultimately obtaining a successful experimental plan. The innovative experimental plan obtained is to take a coarse iron wire into a test tube, add 6 mol/L dilute sulfuric acid, and add 40% NaOH solution to it after the bubbles are not obvious. This plan is simple, easy to operate, and has obvious phenomena, making it suitable for students to conduct group experiments. At the same time, unexpected phenomena generated during the experimental process stimulate students’ deep thinking and develop their experimental exploration ability. The innovative design process of the experiment and the analysis and solution process of unexpected phenomena have stimulated students’ innovative thinking.

Based on the analysis of relevant literature on the improvement of phenol experiment, this paper improved the relevant instruments for “experimental inquiry on phenol” in high school chemistry. The improved “Ladybug” device is interesting and can collect multiple experiments in one vessel, with obvious experimental phenomena, comparison and progression, so as to achieve the purpose of “one device, three explorations and multiple correlation phenomena”, which can not only promote the classroom, but also can cultivate students’ core qualities such as evidence reasoning and model cognition, experimental exploration and innovation consciousness.

This paper measured the voltage of the hydrogen oxygen fuel cell and the decomposition voltage of electrolytic salt water recorded in the textbook. Then a micro fuel cell was designed using graphite sheets as electrodes, surrounded by filter paper soaked Na₂SO₄ solution as electrolyte solution. Activate the electrode by repeatedly charging and discharging to enhance the battery capacity. It can be combined with a droplet electrolysis cell for electrolyzing saturated salt water to form an integrated micro experiment.

Analyze the b value selection rule in VSEPR model and conclude the applicable structure of the model as single center configuration. It is proposed to use the “element exchange method” to convert complex particles into single center configuration, and it is recommended to use the “peripheral atomic assignment method” to simplify the hybridization method. The judgment methods of some complex particle hybrid types are expounded, and supplementary explanations are made for some difficult types.

In order to discuss the overall effect of the explicit-reflective instruction, this study performed a meta-analysis of 23 studies from SSCI journals. The results informed that the explicit-reflective instruction had a positive impact in improving the NOS understanding. Medium-sized classes with long-term use of explicit and reflective instruction had better results. It would be more conducive to the development of students’ view of the nature of science if teachers combined the history of science and social issues with demonstrate activities, and synthesized students’ perspectives through collaborative discussions. In summary, this paper put forward two suggestions on the implementation and research of explicit-reflective instruction, and reviewed three limitations of this study.

Based on the theory of complexes, this paper analyzes in detail the three questions related to coordination chemistry in the 35th, 36th and 37th National Chemistry Olympiad (preliminary round), analyzes the subject background, knowledge distribution and chemical ideas of the test questions, and extends the corresponding scientific background and theoretical knowledge of the chemistry questions. Gain inspiration for the learning of complex knowledge and the expansion of disciplinary horizons.