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The practice and research on online chemistry education have received great attention in the context of the COVID-19 pandemic worldwide. This paper describes the teaching practice of online learning based on three online courses for pre-service chemistry teachers. To adapt online teaching requirements, we reshaped the structure of the physical chemistry course, for example, adjusting the assessment approaches, and reinforcing long-distance instruction. Besides, we also shared the course of training chemistry teaching skills online publicly, and provided multiple learning approaches after class. Moreover, we introduced chemistry education research based on website data in an educational research methods course and shared ideas through the technology platform.

Three visions of scientific literacy have been discussed in the literature of science and chemistry education, but little is known of their embodiment in chemistry curricula. Grounded on the conjunction of the three visions of scientific literacy and the subject matter of chemistry, this study investigated the manifestation of scientific literacy in an official senior high school chemistry curriculum (SHSCC) promulgated by the Ministry of Education of China in 2018. Content analysis was employed as the research method with "performance requirements" of this chemistry curriculum document as the target of the analysis. Both qualitative and quantitative results were obtained. With regard to qualitative results, 11 categories of the subject matter of chemistry under Visions I, II, and III were identified, implying that curriculum content has been tremendously broadened in the SHSCC. With regard to quantitative results, a major finding is that Vision I dominates the whole curriculum in spite of a rather large amount of the subject matter of chemistry under Visions II and III. In addition, it was found that various distributions of the three visions of scientific literacy exist in the three types of chemistry courses incorporated in the 2018 SHSCC. On the basis of these findings, desirable patterns of the proportions of the subject matter of chemistry under three visions of scientific literacy would be suggested for those chemistry courses that are intended to meet various needs of different groups of students.

Chemistry education has been affected in various aspects, especially teaching models, teaching technology, curriculum design, and teaching assessment, in Chinese Mainland since COVID-19 struck. To explore the change in teaching performance and differences in those teaching performances between middle school teachers and university teachers, this study analyzes 46 chemical education journal articles in three academic levels, including Junior High School (JHS), Senior High School (SHS), and university through content analysis method. The result shows that all levels of chemistry teachers (CTs) prefer to adopt two teaching models (live teaching or a combination of live and recorded teaching) and use Tencent Meeting as a teaching platform, but, university chemistry professors can integrate some software (MOOC and WeiXin as well as QQ) into their class to improve the effectiveness of teaching. As for curriculum design and teaching assessment, university teachers can employ the news in the context of the COVID-19 pandemic to carry out teaching more deeply than middle school teachers because university students learn more professional chemistry knowledge, but, all of them tend to evaluate students promptly (like oral assessment) through classroom interaction. Thus, it suggests the government and the school develop educational applications/software and teaching resources and a diverse curriculum to enhance online teaching work both domestically and foreign. And, it is also suggested that teachers should actively participate in the training of educational technology and strengthen cooperation with teachers in other disciplines to build interdisciplinary classrooms.

The topic of chemistry safety was included at the margins of traditional chemistry education in China. In order to understand the concerns of the safety issues based on the new chemistry curriculum in the mainland China secondary school, this study analyzed old and new secondary chemistry curriculum standards via the Natural Language Processing & Information Platform (NLPIR). Results show that the frequency of chemistry-safety-related words increased in the new curriculum standards. Evidence that the safety content is enriched and enhanced can also be found in the new textbook. In addition, content analysis of lesson plans from Jiangsu teaching contests reveals that the chemistry teachers (CTs) pay more attention to the safety risk of experiments, but they generally ignore the consideration of risks from the perspective of the uncertainty of chemical reactions.