在素质教育和新课程改革的大背景下，如何有效的提高学生问题解决的能力，摆脱“题海战术”的困境是教育工作者热切关注的焦点。本研究正是基于这样的思考而提出来的。国内外的研究都表明合理的知识组织形式有利于学生的问题解决活动，但是针对具体的化学学科知识的合理组织形式与问题解决活动之间的联系研究却比较少，尤其是知识组织的要素与问题解决以及问题解决各阶段之间的关联研究几乎没有，但这样的研究却是十分必要的。基于这样的现实，笔者的研究任务包括：（1）“化学概念图”和“化学问题解决”概念的界定；（2）研究化学知识的知识组织形式与问题解决之间存在的联系；（3）进一步研究概念图各因素与问题解决各阶段之间存在的联系；（4）寻找概念图各因素中与问题解决及其各阶段联系最紧密的因素；（5）概念图各因素与不同类型问题的问题解决的联系。结合测评结果，对高中生化学知识组织形式与化学问题解决活动之间的联系进行单独分析和综合分析，发现高中生头脑中化学知识组织形式与化学问题解决之间存在很高的相关性。分析结果表明：（1）合理的知识组织形式有利于高中生问题解决；（2）总体上，概念图中的命题和程序性这两个要素与高中生化学问题解决之间的相关性最高；（3）对于不同类型的化学知识，除了命题和程序性之外，其他要素与高中生化学问题解决活动的关联会有些微的差别。由分析结果可知，在日常的教学中应该注重学生化学知识的积累和化学知识的程序性建构。在此基础上，针对不同的知识类型，关注不同要素对高中生问题解决的影响。

In quality education and the new context of curriculum reform, How to effectively improve student problem solving skills, Get rid of "sea tactics," the dilemma is the focus of great concern to educators. This study is based on the thinking of their argument.Both domestic and foreign research show that a reasonable knowledge structure can help students problem-solving. But the specific chemical knowledge structure and chemistry problem-solving activities, research links is less than. Particularly, elements of knowledge organization and problem-solving, and problem solving of various stages of the relationship between is little. But such research is very necessary. Based on this reality, The author's research mission includes:(1)Define the concept of "Chemistry Concept Map" and "Chemical Problem Solving" ;(2)The link of knowledge structure and problem solving;(3)Study the link of the factors of concept map and stages of chemical problem solving;(4)Find the most closely linked factors of concept map in problem solving;(5)Find the link different factors of concept map to problem solving.Combination of argument results, The author analysis the links between high school student chemical knowledge organization chemical problem-solving individually and compositely，Found that there is a high correlation between high school students form the minds of chemical knowledge and chemical problem solving. The results show that(1)Reasonable knowledge of organizational forms conducive to high school students problem solving;(2)In general, there are the highest correlation between the proposition and procedural elements of the concept map and high school students problem-solving ;(3)For different types of chemical knowledge，In addition to propositional and procedural outside, Other elements of problem-solving activities with high school students will have slight differences in the association.The analytic results show, in the daily teaching teachers must pay more attention to the accumulation of chemical knowledge and construction of chemical knowledge of the procedural. On this basis, For different types of knowledge，Concerned about the different elements of the problem solving of high school students.