学生的中心任务是学习。我们在长期的教育教学工作实践中发现，学生的基础知识水平和智力水平高低直接影响着学生的生物学习，但除此之外，还有其他因素在生物学习中也起着重要的作用。近年来，学习适应性与学业成绩之间存在的关系越来越被人们关注。本研究通过对一所学校高二学生生物学习适应性的调查，找出哪些因素影响学生生物学业成绩，学业成绩不良的学生在学习适应性上表现特点是什么？进而通过指导个案学生培养良好的学习态度，掌握科学的学习方法，改善学校和家庭的学习环境等措施，提高个案学生生物学习适应性，促使他们提高学业成绩。本研究首先采用文献分析法，借鉴了国内外研究成果，同时还采用了问卷调查法、个案研究法。调查结果表明高二学生的生物学学习适应性水平中等偏上，但有7.6%的学生学习适应性不良，并且学生的学业成绩与学习适应性存在显著相关，成绩不良的学生在学习热情、学习技术、朋友关系和毅力方面总体水平较低。针对学生出现的生物学习适应性问题，设计了以下教学策略：优化课堂结构，激发生物学学习兴趣；指导学习方法；培养学生的意志品质；创设良好的学习环境。通过适应性不良导致成绩不良的学生群体和个案学生成绩变化来修正和检验教学对策的可行性和有效性。本研究的结论主要有以下几个方面：第一：在高二生物教学中培养学生的学习适应性具有一定的必要性。研究显示，学习适应性与学业成绩有显著地相关性，学习适应性低是导致一部分学生成绩不良的主要因素，因此在教学中培养学生的学习适应性是非常必要的。通过个案学生成绩的变化，验证了所采取的教学策略能有效提高学生的学业成绩。第二：在高二生物教学中培养学生的学习适应性具有一定的可行性。通过在教育实践中的适应性的培养和个案学生成绩的提高，说明该教学策略有一定的可行性。

The major task of the students is studying. We find that students’ basic knowledge and their intelligence will influence students' biology learning from the long- term practice of teaching, but besides that, there are also other factors which play a vital role. In recent years, people are now paying closer attention to the relationship between the adaptability of learning and academic record. Based on a survey on the adaptability to biology study of senior two students selected from a middle school, the study focuses on the factors that influence ordinary high school student's biology academic performance and the features that those learning handicapped students have on learning adaptability. And then the study aims to improve the case students’ biology learning adaptation and help them improve their grades by advising the case students to build an active learning attitude towards biology ,to have scientific study methods and change the learning enviroment of schools and families.This paper bases on the research fruit of overseas and domestic scholars. In this paper, the author adopts several research methods of documentation analysis, questionnaire survey and the case study. The results from the investigation indicate that the adaptability of learning biology among senior two students is still considered above average, but about 7.6% of them have bad learning adaptability, and there is a significant correlation between learning adaptability and academic achievement. Those who get bad marks are relatively low in passion of learning, learning techniques, relationships to friends and perseverance. For the problem that the students have in biology learning adaptability, the author put forwards the following teaching strategies: optimize the structure of the classroom, arouse student's interest in biology study, direct scientific learning ways, train students' will character and set an excellent environment for learning. The feasibility and effectiveness of this teaching method is continually corrected and reconfirmed, according to the changes of students' academic achievements. The study obtained conclusions as follows:Firstly，it is necessary to develope biology learning adaptation for senior two students. Bad learning adaptability are the major factors that lead to level of students’ academic performance. So, it is necessary to cultivate students' learning adaptability in the teaching of biology. which can help improve effectively student's biology academic performance. The study strongly proves that the teaching strategy adopted in the experiment can help improve effectively student's biology academic performance according to changes of the case students' grades. Secondly, it is necessary and feasible to develope biology learning adaptation for senior two students. The development in students' learning adaptability in educational practice and improvement in the case students’ performance explain the feasibility of these instructional strategies.