【摘要】 大概念是学科中的“核心”，它能够超越学科知识与技能，“少而精”地体现学科的本质和专家思维，促进学生的高通路迁移。大概念统摄下的单元教学能够将零散的学科教学内容统整起来，形成结构化的知识体系，有利于加深学生对学科本质的理解，使学生在学科结构中获益。然而，当前大概念统摄下单元教学面临大概念定位模糊化、理解刻板化、建构扁平化、地位边缘化等现实困境。基于此，提出针对性的纾解路径：基于核心素养，构建单元大概念教学目标；统整课程内容，根据学习进阶安排课时课型；立足概念理解，依据思维进阶设计关键问题；活用课堂对话，建立师生共构型的互动机制。更多还原

【Abstract】 Big concepts are the "core" of a discipline. They can transcend disciplinary knowledge and skills, and "sparingly but precisely" reflect the essence of the discipline and expert thinking, promoting students’ high-path transfer. Unit teaching under the big concept can integrate scattered subject teaching contents to form a structured knowledge system, which is conducive to deepening students’ understanding of the essence of the subject and enabling them to benefit from the subject structure. However, the current unit teaching under the overarching of big concepts is confronted with practical predicaments such as the ambiguous positioning of big concepts, the stereotyped understanding, the flattened construction, and the marginalized status. Based on this, targeted relief paths are proposed. Based on core literacy, construct the teaching objectives of unit big concepts. Integrate the course content and arrange the class hours and types according to the learning progress. Based on conceptual understanding, design key questions in accordance with advanced thinking. Make good use of classroom dialogues and establish an interactive mechanism of teacher-student co-configuration.更多还原