文章从导学案的使用主体----学生,及导学案指导者----教师,以及导学案的设计上探讨如何提高导学案在高三生物复习课中的使用效率。利用导学案进行教学虽然不断增多,但我们发现利用导学案教学的模式其乎都是针对新课教学,而进入高三,新课基本结束,开始了一轮复习,原本大量使用导学案辅助教学的教师,进入高三复习课却不再使用导学案了。那么高三复习课是不是不适合使用导学案辅助教学呢?其实不然,如果 The article discusses how to improve the using efficiency of the guide case in the third year biology review class from the students who use the guide case ---- the students and the instructors who guide the case ---- and the design of the guide case. Although the use of guided teaching for teaching continues to increase, but we found that the use of guided teaching model are almost always teaching the new course, and into the third year, the new course basically ended, began a review, the original extensive use of guide case Assisted teaching teachers, enter the third year of high school review is no longer used to guide the case. So the high school review is not suitable for use guide case teaching? In actual fact, if