In this work, the “energy economy” principle was proposed to construct a unified cognize of green chemistry from the perspective of the thermodynamics and reaction kinetics. The thoughts of energy were applied to construct the “energy economy” principle. The “energy economy” principle connected the ideas of “chemical equilibrium” and “optimization of reaction route”, utilized the “macroscopic identification and microscopic reasoning” critical competence to conform to the “12 principles of green chemistry”. The big idea of green chemistry can therefore be imparted to the students by osmosis. The “energy economy” principle is valuable for the students to understand the relationship between chemistry and the development of modern society and perceive the sustainable development strategies.

Teaching objectives are precondition for consistency between teaching, learning, and evaluation, which based on curriculum standards. The new curriculum standard constructs “a series of goals” consisting of curriculum goals, content requirements, academic performance requirements, and academic performance standards. The transformation from “a series of goals” to teaching objectives requires an understanding of the functions and logical relationships of different goals of the curriculum standard as well as the logical relationship between curriculum objectives and teaching objectives. On this basis, the teaching unit led by the big ideas is constructed and the unit teaching objectives are formulated by integrating the content requirements and academic requirements related to the unit theme. Then they are decomposed into various topics objectives. Through reverse design, the expression of teaching objectives is further revised. To ensure that teaching, learning, and evaluation are guided by scientific goals.

The chemistry textbook exercises of grade 9 of compulsory education published by People’s Education Press in 2012 and the Chemistry Curriculum Standard of Compulsory Education of China(2022 Edition) were selected as the research objects. Based on the core literacy teaching evaluation system based on learning theme, combined with the interpretation of curriculum standards by experts, the core literacy evaluation model of “5 dimension-4 literacy-3 level” was formed, and the SEC consistency analysis tool based on the core literacy evaluation model was constructed. From the perspective of core literacy, the consistency between the 2012 edition textbook exercises and the 2022 edition curriculum standard was analyzed. Compared with the consistency between the 2012 edition of textbook exercises and the 2011 edition of curriculum standards, this paper put forward reasonable teaching suggestions for teachers to better use textbook exercises in special periods.

Taking the setting of original test questions under the background of academic exploration situation as an example, this paper shows the whole process of literature search, test item preliminary drafting, test item optimization, test item final determination and test item analysis, analyzes the links of situation creation, description of question stem and optimization of question setting, sums up the method of such test item setting, and applies it to set test item. Then this paper summarizes the experience of selecting materials, testing and optimizing test questions, and paying attention to analyzing test result data.

Middle school chemistry instructional design aiming at deep learning is an important basis for deep learning and the cultivation of chemistry core competency. Evaluation rubric of deep learning-oriented chemistry instructional design including nine indicators is a guiding tool to promote teachers’ instructional design. After experts’ argumentation and evaluation, teachers’ application and the analysis of Many-Facet Rasch model, the evaluation rubric has good quality. In the future, it is necessary to strengthen the raters’ understanding of evaluation rubric, improve the scientificity of using evaluation rubric, and develop teachers’ ability of instructional design.

Based on the interdisciplinary practical activity integrated project-based learning curriculum model, with the project theme of “household simple oxygen supply”, project-based learning activities for the production of “household simple oxygen supply” are carried out from the selection of oxygen production agents, optimization of oxygen production agents, principles of oxygen production, influencing factors of oxygen production rate, and manufacturing of oxygen production institutions, effectively integrating knowledge from disciplines such as chemistry, physics, mathematics, and engineering technology, help students integrate multidisciplinary knowledge into practical production to solve practical problems, experience the real process of scientific exploration, understand the application value of chemistry in social development and practical life production, effectively construct the core knowledge system of junior high school chemistry, and actively promote the comprehensive development of students’chemical core literacy.

Taking “atmosphere management in the space station” as the theme, unit review courses with the contents of the preparation and property study of gas were designed by combining advantages of project-based teaching and unit teaching. These review courses include four tasks: “Understanding the key factors that influences the atmosphere in the space station”, “Project design of oxygen production”, “Project design of absorbance of carbon dioxide” and “Project presentation of atmosphere management in the space station”. Through execution of the four tasks above, chemical knowledge of air, oxygen and carbon dioxide is summarized while the educational value of chemistry class is realized. Besides, the core competencies of chemistry discipline of students can be enhanced as well.

The development of scientific thinking is inseparable from experimental activities. The example of “Carbon Allotropes (Lesson 1)” presents a practical process of experimental teaching that focuses on scientific thinking. Through the improvement and addition of simple and easy-to-use experiments, students are guided to use scientific methods such as comparison, analysis and induction to understand the adsorption properties of common carbon monomers and activated carbon from the perspective of macroscopic and microscopic connections, to obtain sufficient factual evidence from a multi-dimensional perspective, to reason to get the corresponding conclusions, to form the ability of empirical reasoning, and to achieve the development of scientific thinking.

The improvement of the preparation experiment of phenolic resin in the textbook was taken as the project basis, and the preparation of water-soluble phenolic resin glue was taken as the project theme. Through the five sub-tasks of “analyzing the shortcomings of the experimental device of the textbook and designing a new experimental device” “exploring the influence of the usage amounts of the reactants on the product” “exploring the influence of catalysts selection on the products” “exploring the influence of reaction time on the preparation of water-soluble phenolic resin” “preparation of phenolic resin glue and summary of project report”, students could deeply understand the related contents of organic chemical polymerization reaction and polymer materials and promote the connection between subject knowledge and real life such as industrial production. In the process of project implementation, students excavated and integrated key information through group cooperation, carried out evidence reasoning and experimental inquiry, and cultivated core literacy of chemistry in three aspects: macro identification and micro analysis, evidence reasoning and model cognition, scientific inquiry and innovation consciousness.

Using “making comfrey pigments”as the project theme, experiments are designed based on traditional processes to teach the structure and properties of organic substances, and to infuse experimental teaching. Through the three core activities of “understanding the composition of comfrey, designing a synthetic route to shikonin, and making comfrey pigment”, driving questions and investigative tasks are set to enable students to comprehensively apply knowledge such as conjugated structures of organic compounds, methods of extending carbon chains, solubility, coordination, acid-base properties, stability, etc. to solve problems, and develop scientific thinking and exploration abilities.

With the basic idea of promoting students’ deep learning, this paper took “the reaction of bicarbonate (HCO^-₃) and bivalent metal ion (M²⁺)”, which was closely related to industrial production and real life, as a challenging learning topic to conduct the thematic review lesson of “ion reaction and ion balance in aqueous solution”. Relying on the real situation, students were guided to apply their existing knowledge to explore such questions as “can Ca²⁺ and HCO^-₃ coexist in large quantities in the solution” “selection of MnCO₃ precipitant” “reaction of Cu²⁺ and HCO^-₃” through group discussion and digital experiment. In these processes, students were trained to solve practical problems, build a thinking model for analyzing ionic reactions in complex aqueous systems, and realize the practical application value of “ionic reaction and equilibrium”.

Based on Park’s PCK pentagon model, an evaluation tool for Pedagogical Content Knowledge level of senior high school chemistry teachers with the topic of redox reaction was developed, and a questionnaire survey was conducted among 62 frontline teachers. The survey found that Pedagogical Content Knowledge of senior high school chemistry teachers with the topic of redox reaction was at an intermediate level, and the development of each factor level was not balanced. There was a strong correlation between each dimension, which affected and restricted each other. The change of any factor level would drive and affect the change of the overall level. This provided a data reference for the research on the cultivation and promotion strategy of the Pedagogical Content Knowledge level of senior high school chemistry teachers with the topic of redox reaction.

Grinding can not only fully mix the reactants, but also make the reactants produce new lattice defects and increase the total energy of the system, thereby activating the reactants and promoting the occurrence of chemical reactions. Therefore, grinding is an important chemical experimental operation. However, people’s awareness and understanding of grinding effect, grinding substance, grinding time and other issues are not sufficient, and grinding operations have been neglected for a long time. After comprehensively comparing the various improvement schemes of the three difficult experiments, it is found that the methods of fully grinding the reactants, drying the reactants, adopting new reactants, and doping other substances in the reaction system are all repeated in various improvement schemes, revealing that the common cause is the occurrence of lattice defects from the perspective of material structure. Based on the research results, matters needing attention for the grinding operations and two suggestions for the preparation of high school chemistry textbooks are proposed.

Colorimetric Titration App (abbreviated as CTA) is a free smartphone application. By uploading the images of standard solution and solution to be tested to this software, the values of various color parameters of the solution can be read and analyzed automatically. The fitting curve of color parameters and concentration can be drawn, so as to realize the accurate determination of the concentration of the solution to be tested. The study introduces the main interface of the software, and explores the application of digital image colorimetry using CTA in senior high school chemistry experiment of “determination of iron content in iron supplement by colorimetry”. Compared with other methods, this method is easy to operate, inexpensive, and highly accurate, with an error in measuring iron content of less than 2%. Applying it to chemistry experiments in senior high school can help to promote the deep integration of information technology and chemistry instruction.

Using the concept of “particle occupancy” to integrate the concepts of “common apportionment” “gapless juxtaposition” and “particle common occupancy” is of great significance to the study of crystal structure in senior high school. Using the Yuchuanite structures provided by Li Guowu, it is concluded that the particle numbers in the cell are different due to different cell (frame) positions through inference analysis and theoretical tracing. The particle numbers in the cell can be calculated more accurately by using the concept of “particle occupancy”. This conclusion is helpful for senior high school students to understand the crystal structure and calculate the number of particles in the cell. Meanwhile, the whole teaching design of large unit is also given.

Facing the new vision of the next generation science education,the National Research Council of the United States released an important report on the science education assessment in 2013.The report pointed out that the science education assessment in the United States needed to fundamentally change,it also recommended designing multiple components assessment tasks and building a consistent assessment system,which provided some enlightenment for the reform of science education assessment in China.