<p>Understanding the ways in which curriculum standards represent the nature of science (NOS) is crucial for scientific literacy, especially as global education grapples with the integration of artificial intelligence. In this study, a detailed comparative analysis of the NOS content in the 2011 and 2022 versions of the Compulsory Education Chemistry Curriculum Standards (CECCS) in China was conducted. By employing the family resemblance approach framework, the curriculum content was systematically coded, and key changes and improvements in the latest curriculum were identified through descriptive statistical analysis and epistemic network analysis. The findings reflect the evolution of educational focus in China. Compared with CECCS (2011), CECCS (2022) not only expanded the range of NOS subcategories covered but also deepened the interconnections among these subcategories, particularly achieving significant progress in the integration of the cognitive–epistemic system and overall NOS. Despite these improvements, there remains a need for further enhancement in the social–institutional system, especially in the subcategories of professional activities and financial systems. These findings underscore the shift in China’s compulsory education chemistry curriculum reform toward a more integrated and comprehensive approach, one that increasingly aligns with global trends and offers critical implications for educational practice, policy and curriculum development, and future research.</p>