核心素养之一是文化自信，苏轼是中国人的骄傲和自信。一生风雨，过眼云烟，我行我素，泰然处之，他把别人眼中的苟且，活成了自己的潇洒人生。小初高阶段均有大量苏轼的单篇诗词文，是很好的深度阅读和大单元整合的文本。在部编版初中语文教材中，一共收录了苏轼的五篇作品，但对于苏轼作品的教学现状并不理想。基于教材对苏轼作品的分散编排，和教师以固定化模式进行单篇精讲的授课情况，本文通过对苏轼作品的大单元整体教学方面进行探究，让学生在感受到苏轼具体作品的文学价值和艺术魅力的同时，更加能从整体性的视角去看待苏轼的作品以及苏轼的完整形象。

本文立足于大单元教学的模式，以部编初中语文教材中的苏轼作品作为研究对象，以文化诗学作为理论依据，通过课内文本的分析来确定苏轼作品的单篇教学价值，通过苏轼古诗文测试形式和内容的数据分析补充教学资源，整合课内外资源，确定教学内容，并结合大单元教学的教学价值来设计相应的教学策略，最后形成一个相对完整的苏轼大单元教学的教学设计。

本文正文前二章为研究内容部分，第三章为研究结论部分。其中第一章为对课内苏轼作品的文本研读，以文化诗学作为大单元教学的理论基础，明确课标中对古诗文学习的要求，在此基础上对苏轼的五个选篇内容进行文本分析，并结合各自文本的特色来确定每个选篇不同的教学价值。

第二章为对初中苏轼古诗文测评的分析。先阐释测评与大单元教学之间的关系，后基于课标对古诗文测评的要求，通过对2010-2022年的中考苏轼古诗文试题进行数据统计，总结出苏轼中考古诗文测评形式和内容方面的规律，为苏轼大单元教学提供重要的教学补充资源，并提供教学启示。

第三章是对苏轼大单元教学进行教学分析、设计和实施。首先分析初中语文苏轼大单元教学的独特性和意义，之后对大单元教学中的教学目标、教学内容、核心任务和问题、教学资源、教学评价进行整体设计，为接下来的教学设计做铺垫。最后形成苏轼大单元教学的具体实施方案并进行单元设计的反思。

The first core literacy is cultural confidence, and Su Shi is a source of pride and confidence for the Chinese people. Despite the storms of his life, he remained steadfast in his values and lived life on his own terms, turning adversity into a carefree existence. Su Shi's poetry and prose are extensively studied in primary, junior high, and high school, making them excellent resources for deep reading and integration into larger units. However, the current state of teaching Su Shi's works is not ideal due to their scattered arrangement in the curriculum and the tendency of teachers to stick to fixed patterns when teaching individual works. This paper explores the large-unit teaching design of Su Shi's works, enabling students to appreciate the literary value and artistic charm of Su Shi's specific works while also viewing his works and complete image from a holistic perspective.

This paper focuses on the teaching model of a large-unit,using cultural poetics as a theoretical basis,and using Su Shi's works in the Chinese language textbook compiled by the Ministry of Education for junior high school as the research object. Through an analysis of the in-text materials, the instructional value of individual works can be determined. By analyzing data derived from tests on Su Shi's poetry and prose, and supplementing teaching resources, both in and outside the classroom, the content of the lesson can be integrated. Using the instructional value of a large-unit as a guide, corresponding teaching strategies are designed to create a relatively complete teaching plan for Su Shi's large-unit.

The first two chapters of this article discuss the research content, while the third chapter presents the research conclusions. The first chapter focuses on studying the text of Su Shi's works within the curriculum.Using cultural poetics as a theoretical basis of the large-unit teaching design,clarifies the requirements for studying ancient poetry and prose in the curriculum standards. Based on this foundation, the contents of five selected works by Su Shi are analyzed, and their individual characteristics are combined with the text analysis to determine the different teaching values of each selection.

The second chapter analyzes the evaluation of Su Shi's ancient poetry and prose in junior high school. First, explain the relationship between assessment and large-unit teaching. Then,through data analysis of the Su Shi ancient poetry and prose test questions from the middle school entrance examination (2010-2022), this chapter summarizes the patterns in terms of format and content of the evaluation. This provides important supplementary teaching resources for Su Shi's large-unit and offers teaching insights.

The third chapter analyzes, designs, and implements the overall teaching of Su Shi's large-unit. Firstly, it examines the uniqueness and significance of the large-unit and then conducts an overall design of the teaching objectives, content, core tasks and issues, teaching resources, and evaluation for the large-unit. This lays the foundation for the subsequent teaching design. Finally, a specific implementation plan for Su Shi's large-unit is created, and the reflection on the design process is included.