《普通高中物理课程标准（2017版）》当中针对“积极引导学生掌握自主学习能力，倡导实现教学方式的多样化”的基本理念做出重点强调，笔者所在学校也在不断的学习和借鉴优秀的学习模式，经过近两年的教学实践，笔者提出了一种新的学习模式，即以导学案和限时训练为载体的自主-合作学习模式。该学习模式是以学生进行自主学习为前提，以导学案和限时训练为载体，以合作学习为常态的一种学习模式。本文致力于解决高中物理教学中如何应用该学习模式，以及应用之后怎样检验该学习模式的有效性的问题。 本文根据布鲁姆的目标分类教学提出了导学案的内容和意图，根据社会互赖理论对教学班级进行了科学的分组，实验班级共48人，按照6人一组，共分8组。结合建构主义理论和最近发展区理论对该种学习模式付诸实践，同时为了让其他同仁更好地理解这种学习模式，本文选择了人教版选修3-1《电场强度》第一课时作为概念课教学案例，将人教版高中物理选修3-2《楞次定律》分为两课时，作为物理规律课教学案例。 为了验证实施的学习模式的有效性，研究采用了问卷调查以及实验对比这两种方法，通过问卷调查对比分析实施导学案和限时训练为载体的自主-合作学习模式的实验班与实施传统教学的对照班两个班级学生的物理学习热情、自主学习意识、合作学习意识、师生关系是否存在差异。其次针对实验班设计了关于该学习模式的实施效果的调查问卷。最后将两个班级的高一下期末成绩当作前测成绩，将高二上两次月考成绩以及期末成绩当作实验后测成绩，通过SPSS软件分析，确定物理成绩是否有所提升。 研究结果表明，在实施该种学习模式后，学生的学习态度和习惯明显改善，对于物理的学习兴趣以及信心有很大提升，自主-合作学习意识明显增强，学习效率有所提高，物理成绩明显提升。因此导学案和限时训练为载体的自主-合作学习模式是一种可行的、值得推广的学习模式。

The basic idea of actively guiding students to master autonomous learning ability and advocating the realization of diversification of teaching methods is emphasized in the general high school physics curriculum standard (2017 Edition). The school where the author works is also constantly learning and learning from excellent learning mode. After nearly two years of teaching practice, the author puts forward a new learning mode, That is to say, autonomous cooperative learning mode based on learning guidance plan and limited time training. This learning mode is based on the premise of students' autonomous learning, with the guidance plan and limited time training as the carrier, and cooperative learning as the normal. This paper is committed to solving the problem of how to apply the learning mode in high school physics teaching, and how to test the effectiveness of the learning mode after application. According to Bloom's classification of teaching objectives, this paper puts forward the content and intention of the guiding plan, and scientifically divides the teaching class into eight groups according to the theory of social interdependence. There are 48 students in the experimental class, which are divided into six groups. Combining the constructivism theory and the zone of proximal development theory, this learning mode is put into practice. At the same time, in order to make other colleagues better understand this learning mode, this paper selects the first class of 3-1   "electric field strength" as the teaching case of concept course, and divides 3-2 "Lenz law" into two classes as the teaching case of physics law course. In order to verify the effectiveness of the implementation of the learning mode, the research adopts two methods: questionnaire survey and experimental comparison. Through questionnaire survey, the students' enthusiasm for physics learning, awareness of autonomous learning, awareness of cooperative learning, and awareness of cooperative learning in the experimental class and the control class are compared and analyzed Whether there are differences in the relationship between teachers and students. Secondly, a questionnaire about the effect of this learning mode is designed for the experimental class. Finally, the final scores of the two classes are taken as the pre-test scores, and the results of the last two monthly exams and the final scores of the two classes are taken as the post-test scores. Through the analysis of SPSS software, we can determine whether the physics scores have improved. The results show that after the implementation of this learning mode, students' learning attitude and habits are significantly improved, their interest and confidence in physics learning are greatly improved, their awareness of autonomous cooperative learning is significantly enhanced, their learning efficiency is improved, and their physics scores are significantly improved. Therefore, the autonomous cooperative learning mode based on learning guidance plan and limited time training is a feasible and worthy of promotion.