有机化学与当今社会生活、生产有及其密切的联系，有机化学相关内容也是高中化学课程内容的重要组成部分。但是长期以来，高中阶段关于有机化学课程与教学论方面的研究显得比较缺乏，存在许多课程与教学论方面的争论，特别是高中化学进入新课程改革后，争论尤为突出。本研究从“学科本体”的角度和“学生认识发展”的角度出发，对有机化学课程内容进行分析，希望可以在一定程度上解决目前存在的关于高中有机化学课程与教学问题的争论，为高中有机化学课程内容的选择和组织提供参考依据。 本研究首先确定了有机化学课程的核心内容，认为有机化学“核心内容”应该满足（1）在有机化学发展过程中起着重要的作用（2）是当今有机化学学科的重要组成部分，也是当今有机化学的研究热点（3）有助于学生掌握有机化学的基本思想方法。本研究将核心内容具体化为“有机反应”、“有机结构”、“有机化合物”和“有机合成”4个部分。并且本研究对“有机反应”和“有机合成”进行了重点分析研究，研究的主要成果如下： 1.通过对大学基础有机化学教材中涉及的有机反应内容与有机反应专著的梳理，结合学生认识发展状况，建立了学生关于有机反应的认识模型。其中“有机反应的类型”、“有机反应的物质变化”、“影响有机反应的因素”和“有机反应的选择性”是认识有机反应的4个基本角度；“物质的视角”、“官能团的视角”和“化学键的视角”为认识有机反应的不同切入点，将这种不同切入点作为认识有机反应的水平。本研究以有机反应认识模型为参考标准，分析了高中化学课程标准对有机反应的要求，并且对不同版本的高中化学教材与有机反应相关的内容进行了分析比较，最后本研究提出了高中学生学习有机反应的建议和相关教材编写的建议。 2.通过对有机合成发展脉络和研究现状的梳理，并且结合对大学基础有机化学教材中有机合成内容和有机合成的专著地分析，结合学生的认识发展状况，建立了学生关于有机合成的认识模型。其中“碳骨架的建构”、“官能团的引入与转化”和“立体化学的控制”为认识有机合成的3个基本角度；以合成目标产物的难易作为衡量有机合成水平高低的依据。本研究以有机合成认识模型为参考标准，分析了高中化学课程标准对有机合成的要求，并且对不同版本的高中化学教材与有机合成相关的内容进行了分析比较，最后本研究提出了高中学生学习有机合成的建议和相关教材编写的建议。 最后本研究对研究过程中存在的问题进行了反思，并且提出了后续的研究设想。

Today, the organic chemistry has greatly relations with the society life and manufacture, and also the content of the organic chemistry is the important component of chemistry curriculum. However, for along time, we have great short study on organic chemistry curriculum in senior school, so our study focuses on the organic chemistry curriculum, and we take advantage of the “the academic research of the organic chemistry ” and the “students’ recognition development” to analyze it. We hope our study can solve some problems about the curriculum of organic chemistry.First, we define the key contents of the organic chemistry. We think the key contents should have some characters. (1)It takes a great role of the development of the organic chemistry. (2)It is the hot object of the organic chemistry study. (3)It can help the students to know the basic methods of the organic chemistry. We define “organic reaction” ” organic structure” “organic compound” and “organic synthesis” as the key contents of the organic chemistry, and we make an emphasis on “organic reaction” and “organic synthesis”. The main productions of our study are as follows:1. We construct the students’ recognition model of the “organic reaction”, and the recognition model has four recognitive angles, they are “the basic type of the organic reaction” “the material variation of the organic reaction” “the element which effects the organic reaction” “the selectivity of the organic reaction”. The recognition model has three different recognitive levels, they are “the material level” “the functional group level” and “the chemical bond level”. And then our study uses the model as a reference standard to analyze the content of organic reactions in the “chemical curriculum standard” and the different chemistry text books in senior school. And last we give some suggestions about how to learn organic reactions and how to compile the text book in senior school.2. We construct the students’ recognition model of the “organic synthesis”, and the recognition model has three recognitive angles, they are “the construction of the carbon framework” “to import or transform the functional group” and “to control the stereo-chemistry”. We use the complexity degree of the target molecules to show different recognitive levels. And then our study uses the model as a reference standard to analyze the content of organic synthesis in the “chemical curriculum standard” and the different chemistry text books in senior school. And last we give some suggestions about how to learn organic synthesis and how to compile the text book in senior school.And finally, we take an reflection about our study and give some suggestions about the future study.