Compulsory education chemistry textbook revised according to the 2022 curriculum plan and curriculum standards, focuses on the development of core literacy, implement the fundamental task of moral education. This paper mainly introduces the write principles, ideas, structure and main changes of the textbook, and puts forward teaching suggestions for the use of the textbook.

It is an important content of the curriculum reform of basic education in our country to carry out interdisciplinary practice activities. The newly revised junior high school chemistry textbooks published by Shandong Education Press comprehensively strengthens practical education, focuses on cultivating students’ creative abilities, and systematically designs 9 interdisciplinary practical activities. In order to provide effective guidance for the teachers, the study deeply analyzes the writing characteristics of interdisciplinary practical activities in the chemistry textbook, and further discusses the implementation suggestions of interdisciplinary practical activities.

As important ways of scientific practice, scientific explanation and scientific argumentation are the keys to help students experience the process of solving relatively complex chemical problems and constructing chemical knowledge. Based on the analysis of the connotation and the relationship between scientific explanation and scientific argumentation, an analytical framework for the presentation of scientific explanation and scientific argumentation in senior high school chemistry textbooks was constructed, and some contents of textbooks published by People’s Education Press in different periods were analyzed. Through the research, the ways of constructing scientific explanation and scientific argumentation in senior high school chemistry textbooks were clarified, and the constructing characteristics were expounded from three dimensions of knowledge type, the explicitness and implicitness of discourse, and the openness of discourse. Accordingly, the implications related to senior high school chemistry textbook writing were clarified.

In recent years, science popularization reading questions have become a hot topic in the reform of senior high school entrance examination questions. In order to analyze the characteristics of the core literacy of “scientific thinking” in the science popularization reading of chemistry in senior high school entrance examination, based on SOLO theory and Bloom’s target classification theory, the literacy of “scientific thinking” is further deconstructed into four elements: “single point thinking level” “multi-point thinking level” “related thinking level” and “abstract thinking level”. On this basis, the analysis framework of science popularization reading questions from the perspective of “scientific thinking” is constructed. Taking the science popularization reading questions in the 2023 national senior high school entrance examination as the research object, this paper summarizes the characteristics and rules of the examination, and then puts forward relevant suggestions for improving chemistry teaching.

In the context of literature learning, propose strategies and operational elements for selecting literature. Guided by the concept of “structure determines nature, and nature determines use”, select appropriate literature “formaldehyde molecular probe” to review “molecular structure and nature” around the real scientific research process, deepen knowledge understanding, promote the construction of the concept of discipline, and develop core literacy.

Taking “antibacterial activity of chitooligosaccharides” as the main line of sugars, this paper comprehensively applies the knowledge of chemistry and biology, drives the problem chain, conducts scientific exploration from qualitative and quantitative perspectives, establishes the relationship between the structure, properties and uses of chitooligosaccharides, connects the knowledge of chemistry and biology with the reality of life, and forms a learning paradigm of unfamiliar substances. The interdisciplinary teaching process is of great benefit to the development of students’ core literacy of chemistry such as “scientific inquiry and innovation consciousness”, “scientific attitude and social responsibility”.

Based on the teaching design and practice of a unit, this article explores how to conduct problem-chain-based, interdisciplinary inquiries in teaching, addressing the difficulties in explaining and understanding the electronic structure of atoms due to the complex physical background and profound mathematical principles. By combining multiple angles and levels of inquiry, the article demonstrates effective reasoning from evidence to structural models, thus revealing the complete development of atomic electronic structure theory. Problem chains serve to provide coherent experience of logical and rigorous scientific inquiry. Integrating experiments, mathematics, and scientific understanding into the practical process through multiple angles and levels of inquiry helps students flexibly apply interdisciplinary knowledge to collect evidence, comprehend the essence of scientific methods, and perceive the connections between various perspectives. As a result, students can develop a learning experience that closely resembles real scientific inquiry.

Based on high school chemistry curriculum standards, the analysis of different versions of senior high school chemistry compulsory textbooks and the existing research, this paper built the framework of the development level of senior one students’ chemical classification view, designed test paper content index system and the assessment tool, counted and analyzed 218 valid test papers to understand the development level and status of students’ view of chemical classification in senior one, and put forward teaching suggestions.

Based on the key competence of “scientific inquiry and innovation awareness” and its level division in General High School Chemistry Curriculum Standards (2017 Edition Revised in 2020), combined with research literature, this paper constructs the performance expectations of the key performance of “scientific inquiry and innovation awareness” in substance separation. According to the performance expectations, the assessment tool is developed. And the quality of assessment tool formed by the optimization with the Rasch model is good. The assessment tool is used to evaluate 1 814 students in the first, second and third years of high school. The study describes the overall performance of high school students’ “scientific inquiry and innovation awareness” in substance separation, and compares the key competence performance of “scientific inquiry and innovation awareness” of different grade students and different academic level students.

In view of the difficulties in teaching the titration curve of binary weak acid, this paper develops a teaching software with H₂C₂O₄ and Na₂C₂O₄ as examples, which can display the change images of each particle in the titration process. With the auxiliary teaching function of teaching software and the design of problem-driven teaching activities, students can experience the drawing principle of logarithmic straight line and distribution coefficient curve, and discuss the “special points” of binary weak acid titration curve, particle concentration size and exercise verification based on teaching software.

Using smart phones, this paper designed and developed a digital experiment of handheld technology for high school chemistry based on digital colorimetric determination of complex composition, and verified the main composition of coordination ions formed by Fe³⁺ and SCN^- under certain conditions, in order to provide reference for the experimental teaching of complexes.

Based on “quadruple representation” teaching mode, a series of handheld technology digital experiments are designed to explore the influencing factors of salt hydrolysis equilibrium. Through the discoloration phenomenon of aqueous solution with litmus, the macroscopic changes of (NH₄)₂SO₄ solution hydrolysis equilibrium movement is visualized. Using pH sensor, the pH curve of (NH₄)₂SO₄ solution hydrolysis equilibrium movement is measured. By combining the macroscopic change with the pH curve, the microcosmic reaction principle will be deduced and then characterized by symbolic forms. Thus, these exploration experiments not only implement the cultivation of chemistry core literacy of developing students’ thinking conversion ability, macro-micro combination ability, scientific inquiry ability and evidential reasoning ability, but also provide materials for relevant teaching.

In view of the issues of comparing the acidity of common substances in senior high school, the acidity of acetic acid and carbonic acid were discussed qualitatively and quantitatively with the electron effect and ionisation constants as the entry point. The reaction mechanism of acetic acid and carbonate to produce CO₂ was analyzed and explained. Finally, the general method of comparing the acidity of common substances in high school were summarized.

Give full play to the exploration role of typical experiments, collect evidence from macro and micro levels, use evidence reasoning, model construction, and other methods to deeply analyze sodium and water experiments and phenomena, point out the imperfect understanding of sodium density, sodium melting, sodium movement on water surface, micro mechanism of hydrogen production, explosion reasons, and the order of phenolphthalein addition in middle school, and provide reasonable explanations and suggestions based on existing research results, which helps to cultivate students’ critical and questioning spirit.

Taking the “Water: Exploring Solutions” unit in American chemistry textbooks as an example, this paper analyzes it from the connotation of thematic instruction, thematic teaching modules, thematic teaching units and teaching sessions, and puts forward insights such as focusing on situational penetration, appropriately increasing comprehensive experiments, linking life experiences to truly embody learning by doing, and developing thematic teaching examples to provide reference for future thematic instructional design.

The answers to question 6-6 of the 30th Chinese Chemistry Olympiad (Final) vary in published journals and books, but the reasons for this have not been fully explained. To analyze this problem in more depth, a simplified 2D dense layer model is used to calculate the number of metal broken bonds on the surface. Based on this, this paper conducted a comprehensive analysis of the test questions and had an in-depth discussion on the relevant crystal structure knowledge. This research not only helps to deepen our understanding of surface knowledge, but also promotes hierarchical teaching of structural chemistry.