高考广受社会关注，以课程标准为主要参照，评估学生的学习水平。近年来学科核心素养成为高考命题的导向，其水平层次依靠学科能力表现。“如何让学生在高考中充分展现个人的学习能力层次”也是当前教师教育与教学工作的重点。因此，本研究以化学学科能力为视角，选取有机模块主题的高考试题作为落脚点，目的在于制定和实施有针对性的教学策略，以帮助学生提升自己的知识与能力。

本研究以化学学科能力为视角，基于呈现方式、情景素材、考查内容、学科能力四个维度构建有机试题分析框架，针对2019~2021年全国各省市高考试卷中有机化学主题的试题展开分析，得出高考有机试题“呈现方式多元化”、“情景素材真实化”、“重视基础知识与基本原理的考查”、“注重学习理解与应用实践能力的培养”的命题特点。

借助高考有机试题的命题特征与学生已有化学学科能力水平的测查，本研究提出“回归教材，把握细节”、“巧用模型，多媒体辅助”、“实验验证，体会科学探究”、“类比迁移，授人以渔”、“联系实际，建立情境思维”的教学策略，并展开教学实验。实验结束后重新测查学生化学学科能力，结果表明：教学实验结束后，学生辨识记忆、概括关联、推论预测的学科能力均得到不同程度的提升。由此可得出结论：教学策略能够有效提升学生有机化学主题的化学学科能力。

Widely concerned by the society, the college entrance examination evaluates the level of students' learning ability with the curriculum standards used as the main reference. Recently, the core literacy of the subject has become the orientation of proposition of college entrance examination, with its level up to the performance of subject ability. "How to let students fully demonstrate their individual learning ability levels in the college entrance examination" has also become the top priority of current teacher education and teaching work. Therefore, from the perspective of chemistry subject ability, this study selects out the college entrance examination questions of the organic module as the foothold, aiming to formulate and implement targeted teaching strategies to assist students promoting their knowledge and ability levels.

From the perspective of chemistry subject ability, an analysis framework of organic test questions was constructed based on four dimensions: presentation method, scenario material, examination content, and subject ability, and an analysis was carried out on the organic chemistry themes in the college entrance examination papers of various provinces and cities in China from 2019 to 2021.The propositional characteristics of the organic examination questions of the college entrance examination are "diversified in presentation methods", "realization of scene materials", "emphasis on the examination of basic knowledge and basic principles", and "focus on the cultivation of learning understanding and application and practical ability".

With the help of the propositional characteristics of the organic test questions in the college entrance examination and the research of students' existing chemistry ability level, this study proposes teaching strategies, such as "returning to textbooks, grasping details", "using models skillfully, multimedia assistance", "experimental verification, experiencing scientific inquiry", " analogy migration, teaching people how to study", and "connection with reality, establishing situational thinking", and carries out teaching experiments. After the experiment, the students' chemistry ability was re-examined. The experimental results show that: after the teaching experiment, students' subject ability of identifying memory, generalizing associations, inferring and predicting has been improved to varying degrees. A conclusion can be drawn that the teaching strategies can enhance the students' chemistry subject ability in organic chemistry themes effectively.