国家全面推进的新课程改革，强调实施素质教育，重视培养和促进学生的认识发展，在这样的背景下，“问题解决教学”就成为了教育教学领域关注的热点。本研究正是针对我国高中化学课堂教学中，“问题解决教学”的现实状况而提出的。论文的第一部分，是分析大量相关文献，对“问题”和“问题解决”的概念进行科学的界定，对“问题”的本质、特征和分类进行研究，梳理“问题解决教学”的心理机制、理论基础、基本特征和教学模式；对问题解决教学中“驱动性问题链”的本质、价值、特征和设计进行重点的研究。论文的第二部分是理论研究，在第一部分的基础上提出了“高中化学课堂教学中基于学生认识发展的驱动性问题链的设计模型”，并结合教学实践对模型的每一部分和设计流程进行阐述，形成了高中化学课堂教学中基于学生认识发展的驱动性问题链的动态生成系统。论文的第三部分是将“高中化学课堂教学中基于学生认识发展的驱动性问题链的设计模型”运用于教学实践的实证研究。首先，笔者选择了“难溶电解质的溶解平衡”这一教学内容作为“问题解决教学”案例，通过分析教学实践、学生活动录音、调查问卷和个案访谈，不断调整对驱动性问题链的设计，在行动研究中验证设计模型的有效性，并逐步优化和完善设计模型。其次，选择中学化学教材中“问题解决”的教学案例：“烷烃的结构”和“离子反应”，通过同样的行动研究过程，再次完善和精致设计模型，并且通过详细的分析和论证，进一步验证设计模型的有效性，建立较完善的高中化学课堂教学中基于学生认识发展的驱动性问题链的动态生成系统，进而总结归纳驱动性问题链的设计策略和设计的注意事项。论文最后提出了本研究存在的不足和展望，可供研究者进一步思考。

Comprehensively promote the new national curriculum reform, emphasizing the implementation of quality education; attention to foster and promote the development of knowledge of students, in this context, “problem-solution teaching” has also become the education teaching domain attention hot spot. This research is precisely in view of our country High school chemistry teaching in “the problem-solution teaching” the realistic condition proposes. The first part of the paper carries on the scientific limits of “problem” and “problem –solution” through massive materials, conducts the research on the characteristic, the nature and the type of “the problem”, arranges the psychological mechanism, theoretical foundation, basic characteristics and teaching mode of “the problem-solution teaching”, and conducts the key research on the nature，the value, the features and the design of “chain-driven problems” in “problem-solution teaching”.The second part of the paper is the theory research.First we propose a design model of “chain-driven problems in high school chemistry teaching based on development of students’ knowing”. On this foundation we put forward the design model and state each part and the design flow according to the teaching practice. Finally, based on the designed model, this part has formed “the chain-driven problems” dynamic system.The third part of the paper is about the research of the application on the design model of “chain-driven problems in high school chemistry classroom teaching based on development of students’ knowing” to the teaching practice. First we have chosen “the dissolution of insoluble electrolyte balance” as the problem-solution teaching case, through the teaching practice, the recording of students’ activities, the questionnaire and the case interviews, we readjust the chain-driven problems design, confirm the validity of design model in the motion research and realize the optimization to the designed model. Next, selecting the teaching case of middle school chemistry problem-solution teaching: “The structure of alkanes” and “Ion reaction”, thus we can confirm the validity of the design model, and then establish the relatively perfect chain-driven problems dynamic system, summarize the problems of chain-driven design strategy and design considerations.Aiming at this research, the paper finally proposes certain discussions and the forecast, might for the researcher further consideration.