小学语文教学是培养学生语文核心素养的关键阶段，而童话教学又是小学语文教学中不可缺少的一部分。然而，传统的语文童话教学存在忽视童话文体特征、注重说教、单元割裂及无法整合学科知识的问题。近来，“单元整合”的教学理念越来越受到广大一线教师的重视，义务教育课程方案和课程标准（2022年版）也强调教师要“聚焦学习任务，进行单元整体教学设计”，在单元整体教学中，将语文核心素养作为培养的主要目的，以本单元的人文主题和语文要素为基础，对教学内容进行整合，创造出一个真正的学习环境，以学生的语文实践活动作为主要的学习方法，来实现具体的学习任务，并将学业成绩以可视化结果的形式进行展现，这对促进学生的语文核心素养有很大的帮助。整体教学离不开对单元的“重组”与“整合”。为此，本研究旨在探讨语文童话“单元整合”教学设计及实施效果，以及如何改进和优化这种教学设计，为小学语文童话教学的发展提供一定的参考。本文介绍了“单元整合”教学设计的理论基础，然后通过多项实证研究，选取北京市海淀区A小学、北京市亦庄S小学和北京市亦庄R学校的师生为研究对象，首先通过问卷调查的访谈的方式梳理出当前小学语文童话的教学现状，再利用对北京市海淀区A小学的参与式观察和深度访谈总结出优秀高级教师团队的备课模式及童话单元教学设计成果，最后通过实物分析、访谈等方法验证该教学设计的实施效果。本研究所采用的方法包括问卷调查、参与式观察、访谈、实物分析、文献分析等，以多维度、综合的方式梳理教学设计及评估教学设计的实施效果。通过参与式观察的结果和实物分析、访谈的结果可以得出：在教师利用“单元整合”理念设计的童话课堂之上，学生的学习积极性和参与度有着明显的提高，学生在学习了一整个童话单元之后的作业也有了非常明显的进步，学生自己也感受到了老师教学的变化以及大部分学生都表示喜欢这种教学方式。由此结果可以表明，“单元整合”理念指导下的教学设计可以有效提高学生对于童话单元的学习兴趣，也能提升学生综合运用知识的能力及语文核心素养水平，不仅提升了学生的语文理解能力，还能增加学生的学科跨界思维，具有较好的实用价值，还能够弥补传统童话教学中不利于激发学生想象力的不足。此外，本文还提出了关于该教学设计的改进和优化措施，以提高教学效果。本研究为小学语文童话教学提供了一种新的教学设计方案，同时也为落实小学生语文核心素养的提升作出了一定的贡献。

Primary school Chinese teaching is the key stage of cultivating students' core quality of Chinese, and fairy tale teaching is an indispensable part of primary school Chinese teaching. However, the traditional Chinese fairy tale teaching has the problems of ignoring the characteristics of fairy tale style, paying attention to preaching, unit separation and unable to integrate the subject knowledge.recently, The teaching concept of "unit integration" is being paid more and more attention by the front-line teachers, The compulsory education curriculum plan and curriculum standards (2022 edition) also emphasize that teachers should " focus on learning tasks, Conduct the overall unit teaching design ", In the overall unit teaching, Taking the core Chinese literacy as the main purpose of the cultivation, Based on the humanistic themes and language elements of this unit, Integrate the teaching content, Create a real learning environment, Taking the students' Chinese practice activities as the main learning method, To achieve the specific learning tasks, And show academic performance in the form of visual results, This is of great help to the promotion of students' Chinese core literacy. The overall teaching is inseparable from the "reorganization" and "integration" of the units. Therefore, this study aims to explore the teaching design and implementation effect of the "unit integration" of Chinese fairy tale, and how to improve and optimize this teaching design, so as to provide some reference for the development of Chinese fairy tale teaching in primary schools. This paper introduces the theoretical basis of "unit integration" teaching design, and then through many empirical research,

selection, Beijing haidian district A elementary school, Beijing and zhuang R school teachers and students as the research object, first through the questionnaire survey interview out the current primary school Chinese fairy tale teaching situation, reuse participatory observation of Beijing haidian district A elementary school and depth interview summarizes the excellent senior teachers team preparation mode and fairy tale unit teaching design results, finally through physical analysis, interview and other methods to verify the implementation of the teaching design. The methods used in this study include questionnaire survey, participatory observation, interview, physical analysis, literature analysis, and so on, to sort out the teaching design and evaluate the implementation effect of the teaching design in a multi-dimensional and comprehensive way. Through the results of participatory observation and physical analysis, the results of the interview can be concluded: in the teachers use "unit integration" concept design, the students' learning enthusiasm and participation has obvious improved, students after learning a whole fairy tale unit of homework also had very obvious progress, students also feel the change of the teacher teaching and most of the students said like this kind of teaching method. The results can show that the "unit integration" concept under the guidance of teaching design can effectively improve students 'interest in learning, also can improve students' ability of integrated use of knowledge and Chinese core literacy level, not only improve the students 'language understanding ability, also can increase students' subject cross-border thinking, has good practical value, can also make up for the traditional fairy tale teaching to stimulate students' imagination. In addition, this paper also the improvement and optimization measures about the teaching design to improve the teaching effect. This study provides a new teaching design scheme for the teaching of Chinese fairy tales in primary schools, and also makes a certain contribution to the improvement of the core Chinese literacy of primary school students.