随着课改和高考改革的不断深入，各种教学模式层出不穷，但教师的课堂教学方式和学生的学习方式并没有发生翻天覆地的变化，教师仍采用传统接受式教学来应对高考升学需要和时代对人才的需求，显然会使学生的学习出现各种问题，就笔者所在学校而言，它是一所生源质量较差的市级普通高中，学生生物学习普遍表现出缺乏学习兴趣、学习态度不端、学习意识淡薄、学习习惯不良等问题，从而导致学生生物学习能力欠缺、生物成绩低下。为此，笔者想探寻一种新教学方法来逐步改变这种现状，既能转变“教与学”的方式，又能提高学生生物学习能力和学习成绩，最终，笔者结合大量文献资料发现“PBL教学模式”和“学案导学教学模式”符合师生教学发展规律，于是笔者将两者进行整合，吸取各自优势，并尝试构建了“PBL学案导学”教学模式，该教学模式在高中生物教学中鲜有研究，因而是非常值得大胆尝试并进行教学实践应用研究的。 笔者通过构建“PBL学案导学”教学模式的内涵、教学流程、教学特点、理论依据、教学评价和学案编制等对其进行补充完善。创设真实问题情境作为总目标问题并编制预习 学案和课堂学案，课前印发给学生进行自主预习和小组合作分工，导学案作为“引路人”、问题作为“指路标”，对教师提供的子目标问题进行逐个分析并形成总目标问题的解决方案，对解决问题所需的各种资料利用教材、教辅或网络进行搜集。课上教师引导并开展学生探究活动，子目标问题的解决过程就是完成总目标问题的过程，就是达成学习目标的过程。为检测该教学模式的教学效果，笔者以学生的“学”为研究对象，设置了对照班和实验班进行教学实验，采用课堂教学评价、问卷调查和访谈等对学生进行测评，将学生的生物学习能力和生物成绩作为衡量标准。对高中生物人教版必修教材、《课程标准》、学生学情等进行分析，选择适合该教学模式的章节内容进行新授课教学实践并以《细胞的癌变》这节课作为教学案例进行展示，使读者明确该教学模式在教学中的具体操作过程。 通过研究发现，与传统教学相比，“PBL学案导学”教学模式有助于提高学生生物学习能力，在学习兴趣、学习态度、学习意识、学习习惯、能力提升和知识获取六个评价维度均有不同程度提高；同时，还提高了学生生物学习成绩，有助于学生形成一定的应试能力。因此，笔者初步构建了适合我校高二学生生物学习的教学模式，有助于培养学生的生物学科素养，同时提出了本研究的不足和教学建议，为普通高中生物教师进一步教学实践提供可参考的教学方法和资源。

With the continuous deepening of the curriculum reform and the reform of the college entrance examination, various teaching modes emerge in an endless stream, but the classroom teaching methods of teachers and the learning styles of students have not changed dramatically. Teachers still use traditional acceptance teaching to cope with the needs of college entrance examinations and the times. The demand for talents obviously will cause various problems for students' learning. As far as the author's school is concerned, it is a city-level ordinary high school with poor quality of students. Students' biological learning generally shows lack of interest in learning and misconduct. Problems such as weak learning and poor learning habits lead to a lack of students' biological learning ability and low biological performance. To this end, the author wants to explore a new teaching method to gradually change the status quo, can not only change the "teaching and learning" way, but also improve students' biological learning ability and academic performance. In the end, the author combined a large amount of literature to find "PBL. The teaching mode and the "learning mode of teaching and learning" are in line with the development rules of teachers and students. Therefore, the author integrates the two and draws their respective advantages, and tries to construct the" Problem and case based learning " teaching mode. The teaching mode is in high school. There is little research in biology teaching, so it is very worthwhile to try and practice teaching practice. The author supplements and perfects the connotation, teaching process, teaching characteristics, theoretical basis, teaching evaluation and case preparation of the teaching mode of" Problem and case based learning ". Create real-life problem scenarios as general goal questions and prepare pre-study cases and classroom study cases. Before the class, students will be issued a self-preparation and group work division. The guiding case is used as a “leader” and the problem is referred to as a “signpost”. The sub-goal issues are analyzed one by one and form a solution to the overall goal problem. The various materials needed to solve the problem are collected using teaching materials, teaching aids or networks. In the class, the teacher guides and carries out the student inquiry activities. The process of solving the sub-goal problem is the process of completing the general goal problem, that is, the process of achieving the learning goal. In order to test the teaching effect of the teaching mode, the author takes the students' "study" as the research object, sets up the control class and the experimental class to conduct the teaching experiment, and uses the classroom teaching evaluation, questionnaire survey and interview to evaluate the students, and the students' biology. Learning ability and biological performance are used as metrics. Analyze the compulsory textbooks, curriculum standards, and student essays of the high school biology teaching system, select the chapter content suitable for the teaching mode, and conduct the new teaching practice, and show the course "Cellular Cancer" as a teaching case. Make the reader clear the specific operation process of the teaching mode in teaching. Through research, it is found that compared with traditional teaching, the" Problem and case based learning " teaching mode can improve students' biological learning ability, and it has six evaluation dimensions in learning interest, learning attitude, learning consciousness, learning habits, ability improvement and knowledge acquisition. Both have improved in different degrees; at the same time, they have improved the students' biological learning scores and helped students form certain test-taking skills. Therefore, the author has initially constructed a teaching model suitable for the biology study of high school students in our school, which is helpful to cultivate students' biology literacy. At the same time, it puts forward the deficiencies and teaching suggestions of this research, and provides teaching methods and resources in reference for further teaching practice of ordinary high school biology teachers.