现代散文是高中语文教材选文中极具文学色彩的一部分，对于培养学生文学审美感知起着重要的作用。大单元教学作为近年来提倡的整合教学方法，对于培养学生思维也有着巨大的价值。本文第一章通过对重庆市的四位高中语文教师、两位初中语文教师以及青海省的一位高中语文教师进行访谈，并对重庆市巴蜀中学校高一某班进行问卷调查，发掘出现代散文教学现状与大单元教学实施过程中的问题。

基于上述实践现状，第二章对大单元教学与现代散文教学的理论成果及实践模式进行了梳理，将大单元教学与现代散文教学的契合之处归纳为异中求同、同中求异和审美与文化的激荡三方面，并将确立文本教学价值点的过程确立为“辨体”“识人”“断文”与“定点”。

第三章对三篇现代散文的教学史进行了整理分类，从中总结三篇现代散文教学史中的“变”与“不变”，即语言审美教学往往为不变的教学内容，而主题与思想情感则常常有着巨大的争议。第四章则以大单元教学模式进行三篇现代散文教学设计的尝试，最后以一线教师的反馈与具体单元设计中发现的问题为依托进行二次反思，以此期望为学界提供一定的大单元现代散文教学参考。

Modern prose constitutes a profoundly literary aspect of selected texts in high school Chinese textbooks, playing a pivotal role in nurturing students' literary aesthetic perception. Concurrently, large-unit teaching, as a holistic pedagogical method advocated in recent years, holds significant value in cultivating students' cognitive abilities. The Chapter 1 delves into the current landscape of modern prose instruction and the challenges encountered in the implementation of large-unit teaching through interviews with four high school Chinese teachers, two middle school Chinese teachers in Chongqing, and one high school Chinese teacher in Qinghai Province, alongside a questionnaire survey conducted among a specific first grade class at Ba Shu High School in Chongqing.

Building upon the aforementioned empirical context, the Chapter 2 delineates the theoretical insights and practical models of large-unit teaching and modern prose instruction. It summarizes the similarities between large-unit teaching and modern prose instruction into three aspects: seeking commonalities within differences, exploring differences with commonalities, and stimulating aesthetic and cultural engagement. Furthermore, it outlines a process for identifying the value points of text-based instruction as “discerning style”, “recognizing the person”, “analyzing the text” and “determining focus”.

Chapter 3 organizes and classifies the teaching history of three modern prose works, summarizing the “change” and “continuity” therein. While linguistic aesthetics tend to constitute unchanging teaching content, themes and emotional nuances often engender significant debates. Chapter 4 attempts to apply the large-unit teaching model to the design of instructional frameworks for the three selected modern prose pieces. Lastly, drawing upon feedback from frontline educators and issues identified in the specific unit designs, a reflective analysis is conducted to provide insights and references for the academic community on large-unit teaching of modern prose.