21世纪对人才培养提出了更高的要求，核心素养的提出是世界各国对时代挑战的积极应对。国内外已有研究表明，单元教学可以有效促进深度学习，培养核心素养。为了改善当下部分物理课堂教学内容散化、教与学过程浅化、学生收获单一化等教学困境，本文依托北京市X区深度学习物理单元教研项目，调查发现物理教师进行深度学习单元教学设计的难点集中在：①单元内容的整合②单元大情境与具体情境的选择③单元活动的挑战性与进阶性④目标活动评价的一致性。针对上述问题，本研究进行了理论与实践层面的研究，形成以下结论：

理论研究层面，提出了“单元前测—生成单元主题—设计单元目标—预设单元评估—设计挑战性任务与进阶性活动—设计活动评价—选择教学策略—单元后测”的高中物理单元设计路线和“生成引领性学习主题”、“预设单元评估”、“设计挑战性任务/活动”三个环节的具体操作框架。

实践研究层面，以上述路线为指导，编制了《相互作用—力》单元物理学科能力前后测试题，设计了《如何搬运讲桌更省力？——从“运动与相互作用”视角探究并运用相互作用规律》的学习单元，并将其应用于实际的物理课堂。通过分析物理学科能力试题，发现实验班与对照班整体物理学科能力发展差异显著，实验班“关联整合”、“推论预测”、“综合应用”、“迁移与质疑”五个能力水平高于对照班。通过分析单元评价表，发现实验班学生能明确说出核心知识与思维方法的收获、具备整合的意识、学习兴趣由感到有趣上升为获得乐趣。综上，说明本文提出的单元设计路线可以有效指导教师教学与发展学生物理核心素养。

The 21st century has put forward higher requirements for personnel training, and the proposal of core literacy is an active response to the challenges of the times by countries all over the world. Studies at home and abroad have shown that deep learning based on unit teaching is an effective way to implement core literacy. In order to improve the current teaching difficulties such as fragmentation of teaching content, shallow teaching and learning process, and simplification of students' gains in some physics classrooms, this paper relies on the deep learning physics unit teaching and research project in X District, Beijing, and finds that physics teachers are not effective in deep learning unit teaching design. Difficulties focus on: ①integration of unit content ②selection of unit context and specific context ③challenge and advanced nature of unit activities ④consistency of target activity evaluation. In response to the above problems, this study has carried out research at the theoretical and practical levels, and reached the following conclusions:

At the theoretical research level, the high school physics unit of "unit pre-test-generating unit theme-design unit goal-preset unit evaluation-design challenging tasks and advanced activities-design activity evaluation-choose teaching strategy-unit post-test" is proposed. Design routes and specific operational frameworks for the three links of "generating unit themes", "presetting unit assessments", and "designing challenging tasks/activities".

At the practical research level, guided by the above route, the pre- and post-test questions for the physical subject ability of the unit "Interaction-Force" were prepared, and the "How to move the podium with less effort?" ——Exploring and applying the law of interaction from the perspective of motion and interaction, and applying it to the actual physics classroom. By analyzing the physical subject ability test questions, it is found that there are significant differences in the overall physical subject ability development between the experimental class and the control class. The five ability levels of "association integration", "inference prediction", "comprehensive application", and "transfer and questioning" in the experimental class are higher than those in the control class. class. By analyzing the unit evaluation form, it is found that the students in the experimental class can clearly state the gains of core knowledge and thinking methods, have a sense of integration, and their interest in learning has increased from being interesting to having fun. To sum up, it shows that the unit design route proposed in this paper can effectively guide teachers' teaching and develop students' physical core literacy.