在当前的课程改革中，以学科大概念为中心的单元整体教学，被认为是促进课堂转型的一种重要途径。但许多教师对大概念的理解停留在表面，没有深入挖掘其背后的深层含义和逻辑关系。这导致在教学设计中，大概念往往被当作一个标签或口号，而没有真正融入到教学内容和方法中。由于对大概念的理解不够深入，教师在进行教学设计时往往难以将大概念与具体的教学内容和方法有效整合，教学设计缺乏深度和逻辑性，难以帮助学生形成系统的知识体系。 在大概念理论、逆向教学设计理论、知识结构化理论下，本研究构建了符合小学数学核心素养的大概念知识体系，并以知识体系为基础进行知识图绘制和教学设计。具体操作步骤分为：（1）概念提取和校正。包含大概念的修订、课程标准中次级概念的提取、教材中具体概念的提取和分类；（2）内容分析和概念选取。依据课程标准和教材单元，划分教学层次和选取不同层次的概念；（3）大概念知识图绘制。根据教学层级绘制知识结构图和思维逻辑图；（4）教学目标和任务设计。从大概念知识图中选取本课时的概念并以KUD目标理论设计教学目标和任务目标（5）教学评价设计。依据SOLO分类模型和思维逻辑结构图中具体概念所体现的数学思想设计前后测试题。 本研究采用准实验研究，实验组和对照组各 43和42人，并通过大概念知识图和教学模式的应用，帮助教师进行大概念教学设计。本研究发现以KT图的形式可视化了知识结构和学科思维，大概念下单元整体教学在促进学生提升对概念间关系理解以及对大概念的抽象理解上，优于传统单元教学。因此，建议在未来的教学实践中，更多地采用大概念下单元整体教学的方法，以更有效地提升学生的学科素养和综合能力。

In the current teaching practice, the unit teaching design, which centers on the subject concept, is widely recognized as a crucial approach to facilitating the transformation of classroom teaching methods. Many teachers' understanding of big concepts stays on the surface, without digging deeply into the deep meaning and logical relationship behind them. As a result, in instructional design, big concepts are often treated as a label or slogan, and are not really integrated into the teaching content and methods. Due to the lack of in-depth understanding of big concepts, it is often difficult for teachers to effectively integrate big concepts with specific teaching contents and methods in teaching design. Teaching design lacks depth and logic, and it poses challenges in assisting students to establish a comprehensive knowledge framework. Based on the big ideas theory, utilizing the principles of reversed instructional design theory and knowledge structure theory, this study establishes a big concept knowledge system that conforms to the core literacy of primary school mathematics, and carries out knowledge map drawing and instructional design based on the knowledge system. The specific operation steps are divided into: (1) concept extraction and correction. It includes the revision of big concepts, the extraction of sub-concepts in curriculum standards, and the extraction and classification of knowledge points in teaching materials. (2) Content analysis and concept selection. The teaching levels are categorized in accordance with the curriculum standards and textbook units, while the concepts pertaining to each level are meticulously chosen. (3) Big concept knowledge graph drawing. Drawing knowledge structure diagram and thinking logic diagram according to teaching level.(4) Design of teaching objectives and tasks. The concepts utilized in this class are carefully chosen from a comprehensive knowledge graph, encompassing broader thematic ideas. The teaching objectives and task objectives are subsequently designed, drawing inspiration from the KUD goal theory, to ensure a structured and purposeful approach to instruction. (5) teaching evaluation design. The tests before and after were designed according to the mathematical ideas reflected in the knowledge points in the SOLO classification model and the thinking logic structure diagram. Within this study, the number of individuals in the experimental group amounted to 43, whereas the control group comprised 42 participants.Through the application of big concept knowledge map and teaching model, teachers were helped to carry out big concept teaching design. The current study reveals that the approach of teaching units under the umbrella of broader concepts outperforms traditional unit teaching methods in enhancing students' comprehension of knowledge points, facilitating their ability to apply these points through subsidiary concepts, and fostering a deeper abstract understanding of the big concepts.Therefore, it is suggested that in the future teaching practice, more unit teaching method under the big concept should be adopted in order to improve students' discipline literacy and comprehensive ability more effectively.