在以培育学生核心素养为导向的教育变革中，大单元教学在小学语文教学中受到了广泛关注。已有研究集中于大单元教学的内涵、价值及实践路径，为研究者和一线教师提供了理论及实践参考。但总体来看，现有的对大单元教学这种教学方法的研究脱离了知识的内容特征，忽视了知识类型对教学的影响，强调大单元教学的操作而忽视了运用条件，且已有研究不够深入，缺少经验和案例支撑。基于此，本研究将从知识类型的角度关注大单元教学与不同类型的语文知识的适配性。

通过对小学语文大单元教学案例的分析发现，教师在进行大单元教学设计时虽然考虑到知识的传授，但在分析教学内容、设定教学目标时往往忽视了知识类型的影响。另外，通过访谈发现，教师遵循着提炼大主题、制定教学目标、创设大情境、设计活动与任务、多样化教学评价的大单元教学设计思路，可在同样的思路下，却出现了教学进度快慢不一、学生知识掌握不牢固、学生能力并未得到提升的问题。除去教师和学生的因素外，背后也反映出不同的知识类型会影响教师对教学内容的处理方式，也影响着学生的学习积极性，进而就会使大单元教学产生不同的结果。

学生作为学习的主体，不同类型的语文知识作为学生学习的主要内容，需要将二者结合起来讨论。大单元教学中，学生的学习呈现出整体性、进阶性、自主合作性、创造性的特征，技能组合的策略性知识、探究性知识的学习分别体现了学生学习的整体性与进阶性，与大单元教学中学生学习的特征不谋而合，因此，这两类知识适合采用大单元教学；而学生在学习以获取情感体验为目的的语文知识时是局部的，需要重复练习掌握的语文知识的学习是基础性的，内隐性的语文知识学习是缄默的，这三类知识便不适合通过大单元教学的方式去展开。

因此，一线小学语文教师要想使大单元教学的价值最大化，真正发挥其提升学生综合素养的目标、确保教学的有效性，就需要考虑到知识类型的差异。但与此同时，教师也需要注意不要陷入“唯知识”或“唯素养”的困境，兼顾知识的教学与素养的培养。

In the educational reform oriented to cultivating students' core literacy, large-unit teaching has been widely concerned in primary school Chinese teaching. The existing research focuses on the connotation, value and practical path of large unit teaching, which provides theoretical and practical reference for researchers and front-line teachers. However, on the whole, the existing research on the teaching method of large unit teaching is divorced from the content characteristics of knowledge, ignoring the influence of knowledge types on teaching, emphasizing the operation of large unit teaching and ignoring the application conditions, and the existing research is not deep enough, lacking experience and case support. Based on this, this study will pay attention to the adaptability of large unit teaching to different types of Chinese knowledge from the perspective of knowledge types.

Through the analysis of large-unit Chinese teaching cases in primary schools, it is found that although teachers consider the imparting of knowledge when designing large-unit Chinese teaching, they often ignore the influence of knowledge types when analyzing teaching content and setting teaching objectives. In addition, through interviews, it is found that teachers follow the big unit teaching design ideas of refining big themes, setting teaching objectives, creating big situations, designing activities and tasks, and diversifying teaching evaluation. However, under the same ideas, facing different teaching contents, there are problems such as different teaching progress, students' unstable knowledge and students' ability not being improved. In addition to the factors of teachers and students, it also reflects that different types of knowledge will affect the way teachers deal with teaching content and students' learning enthusiasm, which will lead to different results in large-scale teaching.

Students are the main body of learning, and different types of Chinese knowledge are the main contents of students' learning, so it is necessary to discuss them together. In large-unit teaching, students' learning presents the characteristics of wholeness, progressiveness, independent cooperation and creativity. The learning of strategic knowledge and inquiry knowledge of skill combination reflects the wholeness and progressiveness of students' learning respectively, which coincides with the characteristics of students' learning in large-unit teaching. Therefore, these two kinds of knowledge are suitable for large-unit teaching. However, students' learning of Chinese knowledge for the purpose of gaining emotional experience is partial, and the learning of Chinese knowledge that needs repeated practice is basic, while the learning of implicit Chinese knowledge is silent, so these three kinds of knowledge are not suitable for large-scale teaching.

Therefore, if Chinese teachers in primary schools want to maximize the value of large-unit teaching, really play their goal of improving students' comprehensive quality and ensure the effectiveness of teaching, they need to consider the differences of knowledge types. But at the same time, teachers also need to pay attention not to fall into the dilemma of "Knowledge-only" or "Literacy-only", and give consideration to knowledge teaching and literacy cultivation.