随着新课程改革，培育学科核心素养，落实立德树人的根本任务是我国基础教育的重要任务。道德与法治课程是义务教育阶段的思政课，是落实立德树人根本任务的关键课程。大概念是学科中统筹、连接、覆盖具体的教学内容的观念，不同于平常概念的内涵与外延，是处于学科中心位置的核心思维，能够投射出学科的本质内核，促进学生形成学科观念、发生知识联结、自我建构与自我进化，最终指向学科核心素养的培养。因此，如何以大概念教学理念为指导，落实学科核心素养成为关键问题。
首先对大概念教学理念与单元教学作相关概念界定，分析二者的联系以及理论来源和理论基础，以期为实现立德树人的教育目标，为教学实践中进一步落实初中道德与法治课程核心素养提供理论的指导和支撑。其次，通过对内蒙古自治区呼和浩特市某中学初中师生进行大概念教学理念下的初中道德与法治课程单元教学情况的问卷调查，发现目前的教学活动中存在忽视教材的重构、教学活动的不连贯以及学习过程过于浅显等问题，传统学科教学观念根深蒂固、学生能力和教师经验的欠缺以及应试考核与综合评价的冲突等因素是影响初中道德与法治课程单元教学的实施过程的主要原因。在大概念教学理念和单元教学的理论指导的基础上，针对呼市某中学的初中道德与法治课程单元教学中存在的问题，探索大概念教学理念下的初中道德与法治课程单元教学的实现路径。总结出具有普遍性的立足课标和教材，凝练大概念；确定单元教学目标，聚焦大概念；设计单元教学活动，建构大概念；明确单元教学评价，落实大概念等4个具体的大概念教学理念下的初中道德与法治单元教学实施步骤。最后，基于理论基础和实践探索，以“弘扬中华文化”为例，作单元教学的课例展示，以期为初中道德与法治课程单元教学的实施提供理论和实践指导。
为更好突出初中道德与法治课程的内容结构和体系，教学过程中需要以大概念为教学内容核心，整合学科知识，建立知识间的联系。大概念教学理念下的单元教学应该将单元视为一个整体，确定单元目标，设置单元问题链，设计单元活动。这有利于宏观层面上架构知识体系，促进学生实现思维转换和学科逻辑的建立，从而更好的帮助学生发展学科思维，从而培育学科核心素养。

On the basis of the new curriculum reform, it has become an important task of our basic education to effectively promote the core competencies of the subject and fulfill the fundamental task of establishing moral character and cultivating people, and Morality and Rule of Law, as the ideological goal and political courses in compulsory education, is the key course to fulfill the basic task. The big ideas are the concepts in a discipline that coordinates, connects, and cover specific teaching content. Unlike the connotation and extension of ordinary ideas, the core thinking at the center of the discipline can project the essential core of the discipline, promote students to form disciplinary concepts, engage in knowledge connection, self construction, and self evolution, and ultimately point to the cultivation of disciplinary core literacy. Therefore, how to implement subject core literacy guided by the big ideas teaching has become a key issue.
This study first defines the concepts of big ideas teaching concept and the unit teaching, analyzes the connection between the two, as well as the theoretical sources and foundations, in order to achieve the educational goal of cultivating moral character and providing theoretical guidance and support for further implementing the core competencies of Morality and Rule of Law in teaching practice in junior high school. Secondly, a questionnaire survey was conducted on teachers and students in a junior high school in Hohhot, Inner Mongolia Autonomous Region to investigate the teaching situation of the junior high school Morality and Rule of Law under the concept of big ideas teaching. It was found that there are some problems in current teaching activities, such as neglecting the reconstruction of textbooks, incoherent teaching activities, and overly shallow learning process. The main reasons affecting the implementation process of junior high school Morality and Rule of Law are the deep-rooted traditional subject teaching concept, differences in student abilities and teacher experience, and conflicts between exam oriented assessment and comprehensive evaluation. Based on the theoretical guidance of the big ideas teaching concept and unit teaching, this study explores the implementation path of unit teaching of junior high school Morality and Rule of Law under the big ideas teaching concept in response to the problems existing in the unit teaching of Morality and Rule of Law in a junior high school in Hohhot. This study summarizes the main concepts based on the curriculum standards and textbooks; determine unit teaching objectives and focus on big ideas; design unit teaching activities and construct big ideas; clarify the evaluation of unit teaching and implement the implementation steps of junior high school Morality and Rule of Law unit teaching under the four specific teaching concepts of big ideas. Finally, based on the theoretical foundations and practical explorations, taking “Promoting Chinese culture” as an example, a lesson example of unit teaching is presented, in order to provide theoretical guidance for the implementation of unit teaching in junior high school Morality and Rule of Law.
This study believes that in order to better highlight the content structure and system of Morality and Rule of Law in junior high school, it is necessary to take big ideas as the core of teaching content, integrate subject knowledge, and establish the connection between knowledge. Unit teaching of Morality and Rule of Law in junior high school based on big ideas teaching should treat the unit as a whole, determine the unit goal, set up the unit problem system, design the unit activity. This is conducive to the construction of knowledge system at the macro level, and promote students to realize the transformation of thinking and the establishment of logic, so as to help students develop disciplinary thinking and promote the core competencies of the subject.