在新课程改革的背景下，传统的课时设计难以匹配发展学生核心素养的要求，迫使教师变革原有的教学设计，寻找完成教学任务的新方法。近年来，单元教学受到了广泛关注，并成为一个热门的研究议题。然而，教师对单元教学的认知现状是怎样的？在教学实践中的应用与操作情况又是怎样的？下一步可以从哪些方面推进单元教学？因此，笔者选取了北京市高中历史教师为调查对象，对425名高中历史教师进行问卷调查，并对3名高中历史教师进行访谈，主要分析了北京市高中历史教师单元教学的认知现状和实践现状，对不同背景的历史教师单元教学现状进行差异分析，尝试分析影响高中历史教师单元教学现状的因素，并提出改进建议。

研究发现，在单元教学的认知现状方面：第一，北京市高中历史教师单元教学相关概念的认知良好，教师对“单元”的认知与当下单元教学研究趋势一致，教师对“大概念”的认知还有较大提升空间，特别是提炼、概括大概念的能力有待提升；第二，高中历史教师单元教学整体性认知各维度的表现不一，教师在要素分析、基本环节、教学设计和教学评价四方面的认知情况较好，但教师对教学目标和教学意义的认知较差；第三，高中历史教师单元教学流程的把握有较大提升空间，能正确把握单元教学流程的历史教师所占比重不高。在单元教学的实践现状方面：第一，北京市高中历史教师单元教学实践经历丰富，但在日常教学中的开展情况并不乐观；第二，高中历史教师单元教学实践中的操作较为规范，教师能有意识的通过统摄中心开展单元教学，综合考虑课标、教材、学情等因素确定教学目标，并有很强的“教、学、评一体化”意识；第三，高中历史教师在单元教学设计环节面临的困难有共性，主要集中在“对单元教学内容的重组”、“单元教学主题的确定”、“单元教学目标的确定”三方面。此外，不同背景的高中历史教师单元教学的认知和实践存在显著差异，年龄、职称、学历等因素都会影响教师对单元教学的认知与实践，但是参加单元教学培训、开展单元教学实践和教龄不同的历史教师在单元教学认知与实践方面的差异最为显著。

基于上述研究发现，笔者从正确认识单元教学、加强单元教学理论研究、提高单元教学培训的针对性、以及建立单元教学区域研究共同体四个方面提出改进建议。

In the context of the new curriculum reform, the traditional lesson design can hardly match the requirements of developing students' core literacy, forcing teachers to change their original teaching design and find new ways to accomplish their teaching tasks. In recent years, unit teaching has received widespread attention and become a popular research topic. However, what is the current state of teachers' knowledge about unit teaching? What is the application and operation in teaching practice? What are the next steps to promote unit teaching? Therefore, the author selected Beijing high school history teachers as the target group, conducted a questionnaire survey on 425 high school history teachers and interviewed three high school history teachers, mainly analyzed the current situation of high school history teachers' cognition and practice of unit teaching in Beijing, analyzed the differences in the current situation of unit teaching among history teachers from different backgrounds, tried to analyze the factors affecting the current situation of unit teaching among high school history teachers, and made suggestions for improvement. and put forward suggestions for improvement.

The study found that, in terms of the cognitive status of unit teaching, firstly, the cognition of Beijing high school history teachers about the concepts related to unit teaching is good, and the teachers' cognition of "unit" is consistent with the current trend of unit teaching research. Second, the performance of high school history teachers' cognition of unit teaching as a whole varies, with teachers' cognition of the four aspects of element analysis, basic links, teaching design and teaching evaluation being better, but teachers' cognition of teaching objectives and teaching meaning being worse. The proportion of history teachers who can correctly grasp the unit teaching process is not high. Regarding the current situation of unit teaching practice: first, Beijing high school history teachers have rich experience in unit teaching practice, but the situation in daily teaching is not optimistic; second, the operation of high school history teachers in unit teaching practice is more standardized, and teachers can consciously carry out unit teaching through the unified center, and determine the teaching objectives by considering the standards, teaching materials, and learning conditions, and have a strong Thirdly, the difficulties faced by high school history teachers in the design of unit teaching are common, mainly focusing on "reorganization of unit teaching contents", "determination of unit teaching themes", and "unit teaching objectives". Third, the difficulties faced by high school history teachers in designing units are common, mainly in the areas of "reorganizing unit content", "determining unit themes" and "determining unit objectives". In addition, there were significant differences in the cognition and practice of unit teaching among high school history teachers with different backgrounds. Age, title, and education all affected teachers' cognition and practice of unit teaching, but the most significant differences in the cognition and practice of unit teaching were found among history teachers who participated in unit teaching training, conducted unit teaching practice, and had different teaching experience.

Based on the above research findings, the author makes suggestions for improvement in four areas: correct understanding of unit teaching, strengthening theoretical research on unit teaching, improving the relevance of unit teaching training, and establishing a regional research community on unit teaching.