Abstract: The construction ideas and main contents of the teaching standards for chemistry in middle schools and universities are analyzed. Through comparison, it is found that there is an “inversion” phenomenon in the teaching goals and requirements of chemistry in middle schools and universities. The reasons for this inversion are analyzed. Based on the classification and hierarchy of knowledge, the teaching contents, requirements and key points of chemistry teaching at the middle school, university and postgraduate levels are initially clarified. Suggestions on repositioning the teaching goals of middle school chemistry teaching are put forward. In view of the existing problems in the current chemistry teaching in middle schools and universities, suggestions for reform are proposed, including adjusting the teaching goals of middle school chemistry, solving several key problems in middle school teaching, and establishing a connection mechanism for the integration of teaching in middle schools and universities. These suggestions are of certain reference significance for building a channel for the cultivation of chemistry talents with an integrated connection between middle schools and universities so as to promote the construction of a superpower country in chemistry education.

Key words: Chemical education, Connection between middle school and university, Knowledge division, Teaching positioning, Interconnection mechanism