“学案导学”是目前许多学校和地区流行的符合新课程改革理念的高效教学模式,是一种在教师指导下渐进自主学习的模式。注重对学生学习能力和良好学习习惯的培养,使学生学会思考、求知、探究、应用、创新,为学生终身学习奠定坚实的基础。但许多教师在实施和操作“学案导学”教学中产生了许多误区,为此,本文将对这些误区进行分析并提出矫正策略。一“学案导学”实施中的误区和偏差1.“导学”设计不科学,资源利用欠整合学习目标问题设计没有体现“知识问题化、问题层次化、 ”Case Study Guide “ is an efficient teaching mode that is popular in many schools and regions and conforms to the concept of new curriculum reform. It is a model of gradual and autonomous learning under the guidance of teachers. Focus on the students ability to learn and good learning habits so that students learn to think, knowledge, exploration, application, innovation, and lay a solid foundation for students’ lifelong learning. However, many teachers have a lot of misunderstandings in the implementation and operation of ”case study“ teaching. Therefore, this article will analyze these errors and propose corrective strategies. Misunderstandings and Deviations in the Implementation of ”Learning Case Study“ 1. The design of science is not scientific and the utilization of resources is not integrated. The design of learning problems does not reflect ”The problems of knowledge problems, problems,