中华优秀传统文化融入教学是国家政策的引导，是文化价值体系完善的诉求，也是联结在地文化的优质教育资源，但是在化学教学中并未得到重视。本实践研究采用文献分析法整理、分析教材、中考真题中的中华传统文化内容，运用收集的素材进行单课时、整单元、习题讲评、综合性实践任务的多种课程设计，构想多样化并适宜教学内容的策略，进行为期2个月的教学实践，探究传统文化融入初中化学教学的有效策略、成果与困难，同时涵养师生的中华传统文化及化学科学教育的素养。教学实施后，具体从教学方法和内容来说，可总结为三点启示：在教学内容选择上多挖掘教材、真题的背景；在教学策略上采取多元取向并结合化学史和科学探究；在教学实施时强调做中学，抓住学生的迷思和问题引导他们探询。研究发现，融入中华传统文化的教学是行之有效的，不会对初三学生的学业成绩产生不利影响，同时学业表现的几个水平指标得到提升，学习理解和应用实践的关键能力都获得发展。实践过程中，大部分学生们表现出愿意花时间和精力去了解传统文化内容，愿意探讨有挑战性、有难度的化学内容。教学实施后，学生对中国古代的化学成就有更进一步的认识与尊重，澄清了过去以为中国科学技术落后的刻板印象，填补了中国古代科学成就的空白认知，受到了关怀传统文化的启发，愿意为其薪传与发扬出一份力。并且中华传统文化内容本身具有的趣味性和多元化，亦激发学生对化学学习的深入思考，增进了学生的学习动机。教师遇到的挑战有：对中华传统文化素材的整合与处理，教学转化有赖于教师扎实的文化素养积累，了解学生对融入教学的迷惑等。经过教学实践的历程，我理解了教材内容，检视了教与学的问题，更激发了新的联想，提出了五点启示，形成了正向的增能循环，有助于将来开发多样性的课程教学方案。

The Chinese excellent traditional culture integrating into teaching is the guidance of national policies, the appeal of the perfection of cultural value system, and the high-quality educational resources connecting local culture. However, it has not been attached importance in chemistry teaching. This practice research adopt the method of literature analysis to clear up and analyze the teaching material, the exercises of Chinese traditional culture in the content, using the collecting material for a single class, the whole unit, exercise evaluation, comprehensive practice task of curriculum design, the concept of diversification and suitable teaching content strategy to carry through the teaching practice for two months, exploring the effective strategies of traditional culture that integrating into the junior middle school chemistry teaching, achievements and difficulties, at the same time, enhance attainment about the Chinese traditional culture and conservation chemical scientific literacy education of teachers and students.After the implementation of teaching, it can be summarized as three inspirations from the teaching methods and contents: in the selection of teaching contents, the background of teaching materials and real topics should be explored; in terms of teaching strategies, it adopts multiple orientations and combines the history of chemistry and scientific inquiry; in the implementation of teaching emphasizing the study by doing, seize the students' myths and problems to guide them to inquire.It is found that the teaching integrated into Chinese traditional culture is effective and will not have a negative impact on the academic performance of students in grade three, meanwhile, several level indicators of academic performance are improved, and key abilities of learning, understanding and application practice are developed.In the process of practice, most students show a willingness to spend time and energy to understand traditional cultural content, and to discuss challenging and difficult chemical content.After the implementation of the teaching, the students have a further understanding and respect for the achievements of ancient Chinese chemistry, clarify the stereotype that China was backward in science and technology, and fill in the blank cognition of ancient Chinese scientific achievements, inspired by the traditional culture of caring, the students are willing to make a contribution to its transmission and development.Moreover, the content of Chinese traditional culture itself is interesting and diversified, which also stimulates students' in-depth thinking on chemistry learning and enhances their learning motivation.The challenges for teachers are: the integration and processing of traditional Chinese cultural materials, the transformation of teaching depends on the solid cultural literacy of teachers, and the confusion of students on the integration of teaching. Through the process of teaching practice, I have understood the content of the textbook, examined the problems of teaching and learning, inspired new associations, put forward five inspirations, formed a positive energy increasing cycle, and helped to develop diversified curriculum teaching programs in the future.