学案教学于20世纪90年代在我国教育实践中萌芽，在新课改实施过程中成长，是一种本土发展出来的教学模式。一开始主要是被面临生存危机的学校采用来进行自我改革，获得超预期效果后，才推广开来到普通校、优质校。一个教学模式的应用受到所在实施校的学生情况、师资力量等各方面的影响，少有研究从优质学校的背景出发探讨学案教学的教学效果和困难。 本文是探究学案在优质中学的学情背景下，了解其教学使用过程，分析其有效的实施措施，总结启示，提出建议。本研究采用三角互证的方式验证数据的有效性，研究者进入课堂现场观察，对学生群体进行问卷调查，对教师群体进行调查问卷并访谈，通过三种渠道来获取数据，采用质性和量化相结合的方法进行个案分析。研究结果如下。 （1）学案的作用。对学生来说，学案起到了提示记笔记、阅读补充材料、充当小组活动的道具等多种作用；对教师来说，学案让备课思路更加细致明确，更好地帮助营造课堂英语情景，提高了教师课堂现场掌控能力等。 （2）学案的使用反馈与遇到的困难。①在课堂使用学案频率和继续使用学案的意愿上，师生感受高度一致，师生再英语课堂经常使用学案，并认为很有必要继续使用学案。②在学案对学生课堂学习所起的作用上，师生感受高度一致。师生均认同“明显跟得上上课的节奏”、“学会优秀的记笔记方法”。与其他已有研究不同的是，该校师生都反馈“英语考试成绩有提高”这个效果并不明显，或无法得出直接相关关系。③在遇到的困难上，一是教师讲课速度和学生记笔记速度之间的均衡把握；二是学案内容容量得把控和学案内容表达方式如何更加适用；三是师生都认为一份学案很难满足一个年级的学情使用。除此之外，教师的困难主要集中在学案内容活动设计，学生更加关注学案版面的排版、纸张质量等方面的问题。 本文的启示是（1）学案在英语学科的教学中是改进学生学习方式的支架；（2）学案的设计与使用适用于能发挥出教师个人特色的备课方式；（3）学案教学效果在优质中学更多是促进以学定教。并提出建议（1）对学案进行合理排版，均衡学生动脑思考与动笔记录的关系；（2）对学生分层教学，创生更适合各班的教学活动和学案内容；（3）让学生为知而学，综合利用学案及其他教辅资源。

The “teaching based on learning plan” has already sprouted in the Chinese education practice field since 1990s. In decades, as a native and initial teaching model invented in our country, it has been booming and developing in the primary and middle school all over the country. As a new kind of teaching model, it reflects the core principles of the New Curriculum Reform and has achieved unexpected good results. At the very beginning, it was put into practice in low-quality schools to reform themselves to survive, and due to their remarkable results, then it was promoted widely. However, the application performance based on a teaching model is confined to many factors and conditions such as the situation of students and teachers. Few research describes the performance and difficulty of teaching based on learning plan from the view of a good-quality school. The paper aims to explore the application based on learning plan in English teaching in good quality middle school, analyze its practice and factors and summarize its implication and propose useful advice. The research uses quantitative and qualitative combined research method to collect data, and verifies data by triangulation model. The results are as followed: (1) As it can be seen from the case study of typical learning plan, learning plan is used in every teaching activity. For students, it can be used as notebook, tool for group activity, memos for homework and provides extra reading materials, etc. For teachers, by watching the efficiency of student finishing task in learning plan, teachers can know students capability in reading, writing, context understanding and give direct orders to students by showing the corresponding tasks in learning plan. (2) As it can be seen from the result of questionnaire and Interview: ① For student and teacher, learning plan is both high frequently used in English teaching course. But the use of learning plan is mainly because of the order from teacher in class, and students seldom actively use it after class. ② Students and teachers desire to continue to use learning plan, and think it is necessary. They both give positive evaluation on the application based on learning plan in English teaching. ③ On the students’ learning effect based on learning plan, students and teachers both think it works on some aspects very well, such as students can keeping up with teacher easier, students can learn how to make good notes, etc. However, contrary to former researches, the feedback on promoting the English score is negative. Both students and teacher do not think using learning plan in English teaching is high relevant to promoting English score. ④ Both students and teachers have some difficulties in using learning plan. The first one is the balance between teaching speed and note-taking speed. The second one is how to make the content and volume of learning plan more interesting and reasonable. The third one is one learning planning cannot be suitable for the whole grade. In the end, the paper summarizes the implication of application of Beijing F middle school. (1) learning plan is the scaffold in promoting learning method of students in English teaching;(2) collective preparation for lesson is not a good way to be applied in teaching model based on learning plan;(3) using learning plan in good-quality school is not high relevant to promoting English score. In addition, the paper propose advice for difficulties and problems exposed in application. (1) making the layout of learning plan scientifically to balance the relationship between thinking and writing;(2) differencing students to create more suitable teaching activity and content of learning plan;(3) asking students to use learning plan as well as other learning materials properly for the desire of knowledge.