单元教学设计是依据新课程标准，在对教材内容和学生实际深入解读的基础上，围绕大概念、大问题、大任务或大项目组织起来的体现内容结构化、目标系统化、过程序列化的整体性教学设计方案，是包括主题、目标、情境、活动、评价等要素的一体化教学设计。开展单元教学有助于解决当前初中教学中存在的问题，如教学目标不明确、教学内容教条化、教学过程不放手、教学评价单一化等。单元教学设计基于格式塔心理学理论、建构主义理论和深度学习理论，在道德与法治课中实施单元驱动的整合教学，凸显教学内容的结构化，体现学习过程的进阶性，强化教学评价的一体化，有利于提升学生学科能力、促进学生思维进阶，整体性达成育人目标，推动核心素养有效落地。

通过对一线初中道德与法治课教师的单元教学设计与实践情况进行实证调查，整理分析调查数据，得知当前一线教师在单元教学设计应用中具有能够树立教学的整体思维，积极发挥学生主体作用等突出表现，但同时也存在诸多问题，如对单元教学设计的价值性认知缺位、对单元教学设计的方法论认识片面且浅层、对单元教学设计的实践落实模式化和俗套形式以及传统课时教学设计模式在一线课堂教学中仍占绝对主导地位等。积极更新教师教学观念，以单元教学设计引领教学创新性变革具有充分必要性。

基于此提出一套具体详细的初中道德与法治课单元教学设计思路与策略，一是全面分析单元学习内容与综合论证单元学习价值，确定单元教学主题；二是依据基本要素、学生特性及目标特征，明确单元教学目标；三是以知识问题化、问题情境化和情境活动化的路径，优化单元教学活动；四是设计持续性评价和综合性作业，优化单元评价标准。选取统编版初中道德与法治八年级上册《勇担社会责任》作为案例，按照此设计思路及策略进行单元教学设计，确定“勇担责任，强国有我”的单元教学主题，以课标要求和学科思维的高度把握单元目标并明确层级序列分明的课时目标和评价任务，在充分统整学科知识、挖掘学科课程本质的基础上，将关键性问题融入真实性情境、真实性情境承载序列化任务活动，展示出具体课时教学规划和单元评价标准，从单元规划、大情境设计及问题链优化的角度总结该教学设计，从素养培育、学习内容和生活关联的角度反思该教学设计，形成初中道德与法治课单元教学设计的探究成果，为初中道德与法治课教学改革注入力量。

Unit teaching design is based on the new curriculum standards, on the basis of the actual in-depth interpretation of the content of teaching materials and students, organized around big concepts, big problems, big tasks or big projects, reflecting the overall teaching design scheme that reflects the content structure, goal systematization and process serialization, and is an integrated teaching design that includes themes, objectives, situations, activities, evaluation and other elements. Unit teaching is helpful to solve the problems existing in the current junior high school teaching, such as unclear teaching objectives, dogmatic teaching content, non-letting go of the teaching process, and single teaching evaluation. Based on Gestalt psychological theory, constructivist theory and deep learning theory, the unit teaching design implements unit-driven integrated teaching in the ethics and rule of law course, highlights the structure of teaching content, reflects the progression of the learning process, and strengthens the integration of teaching evaluation, which is conducive to improving students' subject ability, promoting students' thinking progress, achieving the goal of education as a whole, and promoting the effective implementation of core literacy.

Through the empirical investigation of the unit teaching design and practice of front-line junior high school ethics and rule of law course teachers, and the collation and analysis of the survey data, it is learned that the current front-line teachers have outstanding performance in the application of unit teaching design, such as being able to establish the overall thinking of teaching and actively play the role of students, but there are also many problems, such as the lack of value cognition of unit teaching design, one-sided and shallow understanding of the methodology of unit teaching design, etc. The practice of unit teaching design, the implementation of stereotyped and stereotyped forms, and the traditional teaching design mode of classroom time still occupy an absolute dominant position in front-line classroom teaching. It is necessary to actively update teachers' teaching concepts and lead innovative changes in teaching with unit teaching design.

Based on this, a set of specific and detailed teaching design ideas and strategies for junior high school ethics and rule of law courses are proposed, firstly, the unit learning content and comprehensive demonstration unit learning value are comprehensively analyzed, and the unit teaching theme is determined; The second is to clarify the teaching objectives of the unit according to the basic elements, student characteristics and target characteristics; The third is to optimize unit teaching activities by taking the path of knowledge problematization, problem contextualization and situational activity; The fourth is to design continuous evaluation and comprehensive operations, and formulate unit evaluation standards. The unit teaching design was carried out according to this design idea and strategy, the unit teaching theme of "Courage to Take Responsibility, Strong Country Has Me" was selected, the unit goal of "courage to take responsibility, strong country has me" was selected as a case, and the lesson objectives and evaluation tasks with a clear hierarchical sequence were selected as a case study, and key issues were integrated into the authenticity context and the authenticity context carried by the authenticity context on the basis of fully integrating subject knowledge and excavating the essence of the subject curriculum. The specific lesson teaching plan and unit evaluation standards were displayed, and the teaching design was summarised from the perspective of unit planning, large-scale situation design and problem chain optimization, and reflected on the teaching design from the perspectives of literacy cultivation, learning content and life relevance, so as to form the exploration results of the unit teaching design of the junior high school ethics and rule of law course, and inject strength into the teaching reform of the junior high school ethics and rule of law course.