新课程改革以来，确立了以学生为学习主体、提高课堂实效性的教学理念；生物学科是一门自然科学，更加强调了要培养和提高学生的生物学素养、倡导学生进行探究性学习以及落实重要概念等具体要求。为此，无数一线教师、教育专家都在研究并实践着，相继出现了很多的教学方法和教学模式。利用生物学案进行辅助教学就是其中一种较为行之有效的教学方法。本文就中学生物课堂中利用生物学案教学提高课堂教学实效性进行了相关的行动研究。通过文献研究、调查方法研究、实例分析这些方法主要研究了：现有的国内外教学模式、学案教学的相关概念界定，课堂实效性的界定和内涵，学案教学的理论支撑，学案教学设计的原则和方法，利用启发式学案、探究式学案、直观分析式学案、重要概念式学案能够提高生物课堂实效性的具体案例分析及反思改进等。以此，说明合理的进行生物学案的设计、实施和评价，恰当的利用学案教学,能够激发学生的学习兴趣，促进学生进行主动学习，落实重要概念，提高个人的生物学水平, 学会探究性学习,利用所学内容与现实生活进行联系, 掌握生物学科应答技巧,提高学生的生物学素养，提高生物课堂的实效性。

With the introduction of new curriculum reform, the concept of student-centered and class efficiency has become more and more popular. Since biology is a subject of natural science, it attaches more importance on cultivating students’ biologic science literacy, promoting students to explore and discover as well as solidify important biological theories. Therefore, numerous teachers and instructing experts have been doing research and practice, which result in the development of many teaching methods and models. Among all these, "Learning-Plan-Teaching" is one of the most effective ways.This study focuses on the research of improving class efficiency with the help of learning plan in middle school biology classes. Through literature review, research on survey method and example analysis, the study mainly covers the following fields: current teaching models home and abroad, the definition of related concepts in Learning-Plan-Teaching, the definition and connotation of class efficiency, the theoretical support for Learning-Plan-Teaching, the principles and approaches of Learning-Plan-Teaching, example analysis and reflection on improvement by using The heuristic learning plan, Inquiry learning, visual analysis case, important concept plan. Thus, students can improve their biology, Inquiry learning, connect knowledge with reality, master the skills in examination and eventually enhance their biologic science literacy.Therefore, this study shows that by properly designing, carrying out learning plan and evaluation, the Learning-Plan-Teaching will effectively arouse students’ interest, enhance their initiative in learning, solidify key concepts, enhance their biologic science literacy and improve class efficiency.