量感，是一种对量的感知和估测能力。在新颁布的义务教育新课标当中首次明确将“量感”作为核心素养在数学课程中的主要表现之一,这突出了量感的独特意义和关键作用，量感既是素养育人的时代政策导向，也是新时代人才的必备素养。然而当前小学生量感培养研究对一线教学实践的指导不足，数学教学逐渐出现重数的计算轻量的体验等问题，这不利于学生量感的培养。因此本研究聚焦于量感培养的路径，旨在提供可实施的具体框架及其实际案例。基于此，本研究旨在解决以下问题：①如何开展面向量感培养的小学数学大概念教学设计？②如何验证大概念教学能够有效提升学生量感素养？

本研究通过文献研究、调查和访谈等方法，开展面向小学生量感培养的大概念教学设计与实践研究。具体研究过程如下：①通过文献综述，厘清量感的内涵和培养特征，分析当前小学数学量感教学所存在的问题，明确本研究基于大概念视角设计真实情境下的教学。②说明小学数学量感的构成，基于此设计真实情境下的量感体验性活动，建构量感大概念教学设计的基本框架；以人教版三年级下册的“面积”单元为例，依照框架完成基于大概念视角的“面积”单元整体教学设计。③以三年级学生为研究对象，开展教学实践，结合过程性评价与形成性评价的相关数据对教学效果进行综合分析，评价学生的学习效果和量感的变化情况；论文还提出建议，教师需要深入知识内涵，构建知识网络，洞察教学本质，以掌握量感核心，实现单元整合并把握教学评价，以提升量感的教学效果。

研究结果如下：①确定面向小学生量感培养的大概念教学设计框架，包括“学习者分析→提炼大概念→制定基于大概念的单元教学目标→整合单元教学内容→课时教学设计→评价办法设计”的设计流程，其中教学设计应基于真实情境设计体验性活动以丰富学生对量感的体验，促进量感的发展。②教学实践结果表面，基于该框架的教学通过大概念对量感内容的建构与迁移，设计基于真实情境的体验性活动以丰富学生对量的体验，从而有效提升了学生对量的感知与估测能力，有效发展量感。

综上，本研究提出了面向小学数学量感培养的大概念教学设计，并验证了有效性，为一线教师培养量感提供案例参考。未来可继续深入开展长期跟踪研究和个性化教学策略研究等等，不断优化教学设计，发展量感，助力新时代核心素养人才的培养。

Sense of quantity refers to the perception and estimation ability of quantity. In the newly issued compulsory education curriculum standards, "sense of quantity" is explicitly identified as one of the main manifestations of core competencies in mathematics courses for the first time, highlighting its unique significance and critical role. The sense of quantity is not only the policy guidance of quality education in the era, but also an essential quality for talents in the new era. However, current research on the cultivation of pupils' sense of quantity provides insufficient guidance for frontline teaching practice, and mathematics teaching gradually emerges problems such as emphasizing numerical calculation while neglecting quantitative experience, which is not conducive to cultivating students' sense of quantity. Therefore, this study focuses on the path of cultivating the sense of quantity, aiming to provide an implementable specific framework and practical cases. Based on this, this study aims to address the following questions: ① How to carry out the teaching design of big ideas in primary school mathematics for the cultivation of quantity sense? ② How to verify that big idea teaching can effectively improve students' quantity sense literacy?

This study conducted teaching design and practical research on big ideas for the cultivation of primary school students' sense of quantity through literature research, surveys, interviews, and other methods. The specific research process is as follows: ① Through a literature review, clarify the connotation and cultivation characteristics of the sense of quantity, analyze the current problems in primary school mathematics quantity sense teaching, and clarify that this study designs teaching in real situations based on a big idea perspective. ② Explain the composition of the sense of quantity in primary school mathematics, design experiential activities for the sense of quantity in real situations based on this, and construct a basic framework for teaching design with big ideas; taking the "area" unit in the third grade volume II of the People's Education Press as an example, complete the overall teaching design of the "area" unit based on the big idea perspective according to the framework. ③ Taking third-grade students as the research object, carry out teaching practice, comprehensively analyze the teaching effect based on the relevant data of process evaluation and formative evaluation, evaluate students' learning effect and the change of quantity sense; the paper also puts forward suggestions that teachers need to go deep into the knowledge connotation, build a knowledge network, and insight into the nature of teaching, so as to grasp the core of quantity sense, realize unit integration, and grasp teaching evaluation, so as to improve the teaching effect of quantity sense.

The research results are as follows: ① Determine the teaching design framework for the cultivation of primary school students' sense of quantity, including the design process of "learner analysis → extracting big ideas → formulating unit teaching objectives based on big ideas → integrating unit teaching content → lesson teaching design → evaluation method design". The teaching design should be based on real situations to design experiential activities to enrich students' experience of quantity sense and promote the development of quantity sense. ② The results of teaching practice show that teaching based on this framework effectively improves students' ability to perceive and estimate quantity, and effectively develops quantity sense by constructing and transferring quantity sense content through big ideas, and designing experiential activities based on real situations to enrich students' experience of quantity.

In summary, this study proposes a big idea teaching design for the cultivation of quantity sense in primary school mathematics, and verifies its effectiveness, providing case references for frontline teachers to cultivate quantity sense. In the future, long-term follow-up research and personalized teaching strategy research can be further carried out to continuously optimize teaching design, develop quantity sense, and help cultivate core literacy talents in the new era.