<p>Multiple representations (MRs) have attracted much attention in the field of science education. When effectively integrated into teaching, they enable students to construct meaning from chemical phenomena and foster deeper conceptual understanding. However, existing studies have highlighted the difficulties teachers face in selecting and combining MRs to support students’ learning of chemical concepts. To address this issue, this study analyzes 38 high-quality chemistry concept teaching cases (HQTC) covering key concepts at both junior and senior levels. Three mainstream frameworks of MRs in science education (Johnstone’s, Gilbert’s, and Ainsworth’s) were applied to conduct multidimensional coding of MRs in these cases, which were then examined using descriptive statistics, correlation analysis, and hierarchical cluster analysis. The findings indicate that HQTC exhibit the following features in their use of MRs: (1) with respect to representational level, it shows an emphasis on the organic integration of macroscopic, submicroscopic, and symbolic representations; (2) with respect to representational function, there is a focus on representations with complement and construct functions; (3) with respect to representational form, it shows a prevalence of static visual and chemical symbols, with representations overall characterized by richness and diversity. Moreover, the use of MRs varied systematically across different teaching stages, aligning with students’ cognitive needs as they progressed from preparation and initial construction to understanding, consolidation, summarization, and application. Based on these results, the study proposes practical suggestions for the design and application of MRs, with the aim of providing actionable guidance for concept teaching practices and offering an analytical framework for evaluating chemistry teaching cases.</p>