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本文审视、反思了学生学习化学知识的目的和过程，着重指出：学生深入学习化学知识的困难在于知识的网络化水平和可具体化水平较低。如果学生未能较好地掌握知识结构，即基础知识的合理组合，就无法形成合理的认知结构，也很容易造成学生负担过重，直接影响智力的发展、能力的培养和学习积极性的提高。为了实现教师的“教”向学生的“学”顺利转化，并逐步实现学生从“学会”达到“会学”、“乐学”的境界，提出了化学知识的可具体化问题；讨论了怎样的化学知识才是可具体化的知识，提高化学知识的可具体化水平有哪些方法和原则，特别是知识的纵向联系和知识的横向联系在化学教学实践中有何作用，如何运用。这对化学教学中进一步突出知识结构，形成合理的认知结构，并实现二者的统一有很大的促进作用。
This paper examines and reflects on the purpose and process of students ’learning chemistry, and emphatically points out that students’ difficulties in in-depth study of chemical knowledge lie in the low level of networked knowledge and concreteness of knowledge. If students fail to master the knowledge structure well, that is, a reasonable combination of basic knowledge, they can not form a reasonable cognitive structure and can easily overburden their students and directly affect the development of intellectual ability, ability cultivation and learning enthusiasm . In order to realize the smooth transformation of the teacher’s teaching into the student’s learning and gradually realize the realm of “learning” and “learning” by the students from “learning” to “learning” and “chemistry” Knowledge of the specific issues can be discussed; what kind of chemical knowledge is discussed is the specific knowledge, to improve the level of chemical knowledge can be embodied in what methods and principles, in particular, the horizontal relationship between knowledge and knowledge of horizontal linkages in the teaching of chemistry In what role, how to use. This chemistry teaching to further highlight the knowledge structure, the formation of a reasonable cognitive structure, and to achieve the unity of the two have a significant role in promoting.