“三新”背景下，如何突破传统教学桎梏，让核心素养的培养真正落地，是当前我国教育工作者的当务之急。而大单元教学具有课程内容结构系统、主题明确、情境真实连贯等优点，成为培养地理核心素养的可行途径。在大单元教学设计中，选取合适的情境来展开学习任务，对大单元教学设计的实施效果起到关键的作用。

本文通过对国内外关于大单元教学设计、情境化教学等问题的研究进展和核心概念等进行分析，提出了将乡土情境融入大单元教学设计的思路，并搭建了基于乡土情境的高中地理大单元教学设计实施框架，主要分四个部分推进 ：确定大单元主题、筛选单元大概念制定大单元目标、选取合理的评价方式、介入乡土地理情境组织教学几个步骤。并以人教版（2019）必修二《乡村与城镇》为例，进行基于乡土情境的高中地理大单元教学设计实践和结果评价，以期为一线教师提供借鉴。

本文对基于乡土情境的高中地理大单元教学设计实践结果评价分为两个方面：一为真实性任务评价，从小组汇报效果来看，在基于乡土情境的地理大单元教学课堂中，实验班学生表现出更强的主动性，具体表现为小组搜集、分析资料信息更全面更细致，分工合作更合理；汇报内容更完整，逻辑清晰；PPT制作精美；有更强的表达意愿和答疑能力。二为表现性任务量表的数据量化分析，在学生自评表中，实验班选择水平3的学生比例明显多于对照班；在教师试卷测评中，实验班学生成绩较以往有了不小的突破且反超了对照班。综合实践结果评价，基于乡土情境的大单元教学模式对学生成绩及地理核心素养水平的提升有一定的效果。

Under the background of "three new", how to break through the shackles of traditional teaching, so that the cultivation of core literacy is really landing, is the urgent task of educators in China. Large-unit teaching has the advantages of systematic course content structure, clear theme, real and coherent context, which makes it a feasible way to cultivate geography core literacy. In the design of large-unit teaching, the selection of appropriate contexts to develop learning tasks plays a key role in the implementation of large-unit teaching design.

This paper analyzes the research progress and core concepts of large-unit teaching design and contextualized teaching at home and abroad, puts forward the idea of integrating the vernacular context into large-unit teaching design, and builds a framework for the implementation of large-unit teaching design in high school geography based on the vernacular context, which is mainly divided into four parts: determining the theme of the large-unit, filtering the big concepts of the unit to formulate the objectives of the large-unit, selecting a reasonable evaluation method, and intervening in the vernacular geography context to improve the effectiveness of large-unit teaching design. way, and intervening in the vernacular geography context to organize teaching in several steps. And take the Humanistic Education Edition (2019) Compulsory Study 2 "Countryside and Town" as an example, to carry out the practice of large unit teaching design of high school geography based on vernacular context and evaluation of the results, with a view to providing reference for front-line teachers.

In this paper, the evaluation of the results of high school geography large-unit teaching design practice based on the vernacular context is divided into two aspects: one is the authenticity of the task evaluation, from the effect of the group report, in the geography large-unit teaching classroom based on the vernacular context, the experimental class students show stronger initiative, specifically expressed in the group to collect and analyze the data and information in a more comprehensive and more detailed way, and the division of labor and cooperation is more reasonable; the report content is more complete and logical; the PPT is beautifully produced; the PPT is more complete and logical; and the PPT is more complete and logical. The students in the experimental class showed stronger initiative in the teaching classroom, as shown by more comprehensive and detailed information collection and analysis, more reasonable division of labor and cooperation; more complete and logical reporting; exquisite PPT production; and stronger willingness to express themselves and ability to answer questions. Secondly, for the quantitative analysis of the data of expressive task scale, in the students' self-assessment table, the proportion of students choosing level 3 in the experimental class is significantly more than that in the control class; in the teachers' test paper assessment, the experimental class students' performance has made a considerable breakthrough and exceeded that of the control class. The comprehensive results show that the large-unit teaching mode based on local context has a certain effect on the improvement of students' performance and the level of geography core literacy.