随着社会发展，社会对人才的需求呈现出多层次、全方位的特征，培养学生的综合素质显得至关重要，传统的教师满堂灌的高中生物课堂已经无法适应时代发展，“少教多学”教育理念应时代要求被尝试应用到课堂教学中，该教学理念要求减少教师“教”的时间，增多学生“学”的时间，目前在国内外被广泛应用，初见成效。笔者通过文献査阅，了解了近年来国内外关于＂少教多学＂的研究动态，并总结了“少教多学”教学理念在生物课堂教学应用中存在的问题如：教学时间分配不科学；教学方式过于传统有待创新；教学效率亟待提高，学习积极性有待提升；“少教多学”理念停于表面等，并针对以上问题提出了相应的对策。此外，笔者还在“少教多学”理念的应用价值、教学设计原则等方面进行了分析和阐述。 笔者通过阅读大量文献和资料，借鉴不同的教学模式，构建出生物课堂可以广泛应用的 “少教多学”模式，大致流程为：小组合作探究—展示交流—自学—教师引导—总结测评，通过查阅文献和教学实践，首先总结了上述各环节对于“少教多学”的实现所起的作用；其次在所任教的乌鲁木齐市第二十三中学高二年级和高三年级分别进行了一学期的”少教多学”实践，实验班实行”少教多学”策略，而对照班不实行。对参与集体备课及教学实践的部分生物组教师进行了访谈，了解了教师对“少教多学”教学过程实施的评价和建议；之后对高二年级学生发放了调查问卷，进一步从学生水平调查了解了 “少教多学” 课堂各环节的效果，从而为进一步＂少教多学＂教学模式的进一步完善和将来＂少教多学＂课堂模式的发展提供研究基础。经过一学期教学实践后，收集了高二年级的期末考试成绩和高三年级的市一模成绩，通过SPSS18.0汉化版数据分析软件进行综合分析。结果显示“少教多学”理论初见成效，能普遍提高学生的平均成绩，提高学生的课堂参与度，促进学生综合素质的全面提高，增强学生对生物学科的兴趣。此外，结果还初步显示“少教多学”可能会导致轻微的成绩的两极分化，对比综合复习课，“少教多学”教学理论更适合应用到新授课中。

Along with the social development，in order to meet the needs for new talents, all-round development of students is very important，the traditional mode of teaching which mainly rely on teachers need to be changed. The “Less Teaching and More Learning” educational concept is applied in classroom teaching. The “Less Teaching and More Learning” educational concept requires provide more time for students to study by themselves, less time for the teachers to teaching. Through the literature research, I know more about the dynamic and development about the educational concept in china and abroad. And I summarized the problems when the concept applied in the biology teaching of senior high school, for example, How much time will I need for each part; how to creative new teaching methods; how to promote students' study initiative and tapping their potentials ;how to change to be not superficial. And I try to put forward the countermeasures to solve the problems. Besides , I also summed up the application values and the teaching design principles of the “Less Teaching and More Learning” educational concept. I consulting a lot of documents ,and learns a lot of experiences of others, created a new teaching model that can be widely used in biology teaching of senior high school: group cooperation research- show and exchange- self-study- teachers’ guide-sum up and appraise. At first, I explained the role of each part played in this teaching model.Then I did teaching practice at senior grade two and three in the 23 middle school in Urumqi,which cost a semester time.After that I interviewed some of the teachers who take a part of the teaching practice, to learn their feelings about “Less Teaching and More Learning” educational concept. Then I send questionnaires to students that at senior grade two, learned their feelings about “Less Teaching and More Learning” educational concept. I also collected their final test scores,and used the spss software to analyze. It proved that the “Less Teaching and More Learning” educational concept is effective to improve average scores. It also helpful to improve the students' classroom participation, promote the students' comprehensive quality, strengthen students' interest in biology。 In the other side ,the result also reflect that the “Less Teaching and More Learning” educational concept can lead to slight polarization in scores. And compare to lessons that teaching new knowledge, the “Less Teaching and More Learning” educational concept is more suitable for review lessons。