The current research on chemical misconceptions mainly focuses on probing as well as transformation strategies, and lacks in-depth analysis of their essential causes. This paper analyzes the causes of chemical misconceptions based on the emergent perspective and summarizes five major classifications of misconceptions: Attributing an emergent property of a system to particular components, viewing an emergent property of a system as the sum of the properties of constituent entities, viewing chemical heuristics as exact determining rules, focusing on salient factors or cause-effect relationship in isolation instead of systemic consideration of all relevant ones, and making direct analogies from macroscopic properties to microscopic entities. Five coping strategies are proposed, namely, building a comparative analysis model, making full use of chemical experiments, recreating the history of chemical development, presenting the argumentative reasoning process, and flexibly applying representations, which are demonstrated with specific cases, in order to transform the chemical misconceptions and cultivate students' view of emergence.

Based on the process of scientific modeling activity and reasoning thinking, this research explores the interaction between modeling and reasoning, and constructs a model-based reasoning teaching mode. This mode consists of seven main steps, with the key step being the selection of appropriate reasoning forms based on evidence and problem types to deeply explore the thinking process of model iterative optimization and construct multiple related models through inference. Taking “chemical reactions and electrical energy” as an example,this paper designs the application case of this teaching mode and explains the strategies according to the characteristics of models.

Taking “making vanadium (Ⅳ) from waste vanadium catalyst” as the situation material, the growth points and optimization space for designing questions are sorted out based on the presentation of new teaching materials and the new examination method of college entrance examination. This paper carefully selects contextual materials, effectively associates essential knowledge, designs testing tasks, integrates compulsory and selective compulsory courses, links the modules of “Structure and Properties of Substances” and “Principles of Chemical Reaction”, and designs an original chemical reaction principles question based on module fusion. Through the analysis of the measured data, it is concluded that the integration of real situation and test task should be strengthened to realize the integration of situation design. Strengthen the integration of essential knowledge and core knowledge to realize the structure of knowledge correlation; Strengthen the integration of essential knowledge and key ability to achieve advanced quality cultivation.

2024 national college entrance examination chemistry exam featured questions focused on constructing scientific explanations. From the feature dimension, such test questions are generally characterized by unfamiliar real-world contexts, diverse information presentation, high cognitive loads, and open-ended results; From the content dimension, the analysis of the initial state, target state, and solution pathway of these questions depends on the understanding of the chemical content; And from the structural dimension, reasoning needs to be developed on the basis of clarifying claim and searching for evidences, i.e., argumentation based on evidences and principles. As a result, suggestions are made for creating complex situations, designing diversified learning tasks and cultivating structured presentation skills to develop students' ability to construct scientific explanations in high school chemistry teaching.

Taking alkane substitution reaction as an experimental research project, students' understanding of alkane substitution reaction was deepened through three learning tasks: “Looking up literature and analyzing the deficiencies of substitution reaction in textbooks”, “designing and implementing innovative experimental scheme of alkane substitution reaction”, and “reporting and communicating experimental results and expanding innovative experimental exploration activities”. Form specific ideas and methods to solve chemical experiment problems, and improve students' core quality of chemistry in solving real problems.

With the theme of “I am a fuel spokesperson”, the theme is “How to find the ideal fuel and achieve efficient energy supply?” as a driving problem, the project-based learning is carried out under the leadership of the big concept of “material change”. Through the two core activities of “understanding the changes of household fuels” and “designing ideal household fuels”, the cognitive model of “understanding chemical changes from multiple perspectives such as material changes, energy changes, reaction conditions, reaction phenomena, reaction types, and conservation of elements” is constructed, and the model is applied through the activity of “analyzing the use of household fuels”. This paper discusses simple interdisciplinary practical problems from the perspective of chemistry and engineering technology, and realizes the importance of rational utilization of substances and regulation of chemical reactions.

Unit holistic teaching is an effective way to promote the occurrence of deep learning. To develop students' higher-order chemical thinking, thematic unit holistic teaching can be tried. In order to promote students to understand, apply and comprehensively analyze the higher-order thinking of “the relationship between chemical reactions in complex systems”, the reconstruction unit teaching with the concept of “complex material change and transformation” and the theme of “the construction and application of the relationship model between chemical reactions” is carried out, which promotes students to view the real relationship (series, parallel, competition and synergy) and its role between chemical reactions in complex systems from the multi-angle and hierarchical view of chemical kinetics and thermodynamics.

Critical thinking is a kind of high order thinking quality, which is reasonable and reflective thinking for deciding what to believe or what to do, and is an important prerequisite for training innovative talents. According to the current situation of critical thinking education in chemistry teaching in middle school, the 5E-CTC cycle teaching model of developing critical thinking is constructed based on the five stages of 5E teaching model. Taking “the movement of chemical balance” as an example, this paper expounds the five teaching methods of “creating problem situations and provoking students' thinking”, “designing exploration experiments and self-interpretation and induction”, “carrying out iterative verification and improving existing cognition”, “connecting with actual life, transferring and applying new knowledge”, “guiding reflection and evaluation and promoting thinking improvement” in chemistry teaching. Through the iterative activity design, students are guided to conduct experimental research and develop critical thinking.

Attaching importance to the cultivation of chemical problem solving ability is an inevitable requirement to enhance chemical scientific thinking and develop the core quality of chemistry. In this study, qualitative meta-analysis method was used to deeply interpret 35 international chemistry education research results, and the influencing factors of students' chemical problem solving ability and their interrelated ways were found, and the correlation model of influencing factors of chemical problem solving ability was established. It was found that students' chemical problem solving ability was affected by the synergistic influence of problem factors, student factors and intermediary factors, and there was interaction among all factors. Based on this, some teaching suggestions and research prospects were put forward to train students' ability of solving chemical problems.

Considering the research weakness of teaching void in crystal structures, this paper uses the powerful interactive function of 3D virtual technology and translucent materials to dynamically elaborate the position, the number and the size of tetrahedral and octahedral void in various models. The structural characteristics of crystals are interpreted through filling space gaps, which visually demonstrates the effective integration of structural chemistry and geometry. The article highlights the crucial importance of void teaching in crystal structures. The teaching process enhances the understanding of the relationship between structure and property, and promotes the cultivation of core competence of chemistry discipline.

The electrochemical corrosion of iron nails is an important experiment in high school chemistry, but due to its slow reaction, it is not suitable as a classroom demonstration experiment. This article attempts to use carbon fibers to tie aluminum wires and place them in an electrolyte solution to investigate the electrochemical corrosion behavior of aluminum wires. Research has shown that this experiment can generate a large number of bubbles within 2 minutes, which is obvious, easy to operate, safe and reliable. It can be used as a case study for metal electrochemical corrosion classroom demonstration experiments and student classroom activity experiments.

Aiming at the status of insufficient experimental materials in crystal teaching, this paper optimizes the very interesting yellow, blue and green crystal rain experiments, through the analysis of the preparation steps and crystal structure of the three kinds of crystal rain, to uncover the crystal knowledge contained therein, and to provide experimental teaching cases for the teaching of crystal experiments.

When the laboratory uses copper and concentrated nitric acid to prepare NO₂, the generated water easily dilutes concentrated nitric acid, leading to the product of NO₂ containing with NO. In order to solve this problem, high purity NO₂ was prepared by experiments with a drop-type gas generator. The experimental method was simple and safe to operate, and could control the gas production speed and preparation amount.

This paper briefly describes the meaning and formation conditions of delocalized π bond, summarizes and provides examples to illustrate the judgment methods for delocalized π bond in particles with known hybridization types of bonding atoms, proposes the “hybridization type discussion method” to solve the problem of determining delocalized π bond in particles with unknown hybridization types of bonding atoms in unfamiliar situations, and supplements the explanation of the judgment methods for delocalized π bond in particles that meet specific structural relationships.

This paper uses the arrow push method to write about the mechanism of the reaction between white phosphorus and oxygen, and provides a more intuitive description of the microscopic process of the reaction between white phosphorus and oxygen. It reflects the complexity of the microscopic mechanism of common reactions in middle school, which can help us understand the microscopic process of this reaction more intuitively and provide a solid theoretical basis for teaching.

Using content analysis, this study examined the past 20 years of chemically-oriented project-based learning papers published in both domestic and foreign journals, focusing on four dimensions: knowledge categories, activity characteristics, contextual settings, and project outcomes. The study found that chemistry project-based learning, both domestically and internationally, had the following characteristics: similar knowledge categories, varied activity characteristics, different emphases in contextual settings, and diverse project outcomes. Based on these findings, recommendations were made to broaden the scope of knowledge categories, integrate meaningful technological support, tap into valuable contextual materials, and create innovative project outputs.

From the perspective of the geometric topology and the thought of atom aggregation, this paper analyzes the problem of phosphorus cluster (43) in the 37th Chinese Chemistry Olympiad (final), interprets and discusses the growth rules and mechanism of phosphorus cluster in the setting conditions, helps teachers and students understand the content of the test, master the ideas and skills of solving the problems, and promote the disciplinary understanding.

Lavoisier is known as the “Father of Modern Chemistry” and is well-known in history. Marie, as his wife and important assistant, was limited by gender discrimination and identity positioning and failed to be recognized in the history of science. Marie participated in the design of Lavoisier's laboratory, contributed drawings of all experimental instruments and equipment models, comprehensively and thoroughly recorded the experimental process and experimental data, translated and commented on Cowan's On Phlogiston, all of which laid the foundation for Lavoisier to discover oxygen and form the “oxygen theory”. At the same time, Marie used her outstanding ability of social activities to build a scientific network for Lavoisier, ensuring his close contact with European colleagues and enabling him to keep abreast of the latest developments in chemistry. She also invited scientists to visit Lavoisier's laboratory and watch the experimental process, and used the constructed scientific network to spare no effort to promote and spread Lavoisier's “oxygen theory”. Therefore, it is necessary to re-recognize Marie's important contribution to the discovery of oxygen and the spread of the “oxygen theory”.