为响应信息社会对人才培养提出的新要求，我国积极改革，制定学生发展核心素养，修订各科课程标准，探索先进高效的教学方法。由此出现的深度学习理念以培养学生核心素养为宗旨，关注学习的情境、意义、过程与情感，是对发展性教学的有效回应。同时，为改善分课时教学导致的碎片化学习现象，研究者们提出整体性理念，提倡实施单元整体教学，促进学生认知结构的系统化。

基于此，本研究旨在通过分析已有研究、调查小学数学学与教现状，开发出设计路径，并选取教材中的一个单元付诸实践，解决“指向深度学习的小学数学单元整体教学设计应该是怎样的？”这个核心问题。

研究主要分为五部分，第一部分运用文献研究法，对深度学习与单元整体教学设计的内涵、特征、实践模型进行综述，寻找二者的“契合点”，明确研究问题、研究目的、研究思路与创新点。第二部分运用问卷调查法、访谈法，在相关理论的基础上开发调研工具，对学生进行问卷调查，对数学教师进行访谈，从学与教两个方面开展现状调查，总结积极现象与存在问题，为后续研究提供实践依据。第三部分提出指向深度学习的小学数学单元整体教学设计路径，包括学习基础分析、学习目标确立、学习思路制定及学习效果评价四个主要环节，每个环节又包含若干操作步骤，该部分阐释了路径中每步的意义、操作方式、注意点及其与深度学习的联系。第四部分运用对比实验法、文本分析法、课堂观察法，以北师大版图形与几何领域“多边形的面积”单元为例，进行单元整体教学设计并在小学开展教学实践，依据课堂观察、后测试卷、学生学习成果，发现实验班学生在各维度的表现均优于对照班，即该路径在实践中具有一定的操作性和可行性。最后，笔者反思实践过程，总结出指向深度学习的单元整体教学设计的实践原则与关键要素。

In response to the new requirements of the information society for talent training, China has actively reformed, formulated students' core literacy, revised the curriculum standards of various subjects, and explored advanced and efficient teaching methods. The resulting concept of deep learning aims at cultivating students' core literacy and pays attention to the learning situation, significance, process and emotion. It is an effective response to developmental teaching. Meanwhile, in order to change the fragmented study caused by class teaching, researchers put forward the concept of integrity, advocate the implementation of unit integrated teaching, and promote the systematization of students' cognitive structure.

Based on this, the purpose of this study is to analyze the existing research and investigate the current situation of mathematics learning and teaching in primary school, develop the design path, and select a unit in the textbook to put into practice, so as to solve the core issue"what should the overall teaching design of primary school mathematics unit pointing to deep learning be?"

The research has five parts. The first part uses the literature research method to summarize the connotation, characteristics and practical model of deep learning and unit overall teaching design, look for the "coincidence" between them, and determine the problems、objectives、thinking and innovative points of the research. The second part uses the methods of questionnaire and interview to develop research tools on the basis of relevant theories, conduct questionnaire survey on students, interview with mathematics teachers, and investigate the current situation from two aspects of learning and teaching, summarize the positive phenomena and existing problems, and provide practical basis for follow-up research. The third part puts forward the overall teaching design path of primary school mathematics unit pointing to deep learning, including four main links: learning basic analysis, learning goal establishment, learning idea formulation and learning effect evaluation. Each link also includes several operation steps. This part explains the significance, operation mode, attention points of each step in the path and its relationship with deep learning.

The fourth part uses comparative experimental method、text analysis method and classroom observation method, takes the "area of polygon" unit in the field of graphics and geometry published by Beijing Normal University as an example to carry out the overall teaching design of the unit and carry out teaching practice in primary school. According to classroom observation, post test paper and students' learning results, it is found that the performance of students in the experimental class is better than that in the control class in all dimensions, that is, this path has certain operability and feasibility in practice. Finally, the author reflects on the practical process and summarizes the practical principles and key elements of the overall teaching design of the unit pointing to deep learning.