当前，我国正全面推进“新课标”、“新教材”、“新高考”三大教育改革，简称“三新”改革，这一变革不仅推动了教育领域的创新，还为教学实践注入了更多活力．在这一背景下，科学的教学方法和先进的教学策略变得尤为重要，它们成为教师提升教学质量和效率的关键所在．

高中数学作为一门重要的基础学科，其教学模式和教育理念的更新对于培育学生的数学素养和综合能力显得尤为重要．其中，圆锥曲线作为高中数学中的一个关键单元，其复杂性和抽象性对教学提出了更高的要求，急需研究大单元教学实施策略来应对这一挑战．

本研究旨在探索“三新”背景下，以完整的大单元来开展高中数学圆锥曲线的教学实践，以提升教学有效性，优化学生的学习过程，促进学生的深层次认知发展．研究通过系统的文献综述，紧密结合当前跨学科融合趋势，以及信息技术在教育中的深度应用，通过圆锥曲线大单元教学实践，探求圆锥曲线大单元教学理论框架．在此框架指导下，采用混合研究法，结合文献分析法与问卷调查法等，对圆锥曲线的大单元教学模式进行了细致深入的分析．研究中引入了新思考范式和新技术应用，融入教育数据分析和智能教育工具，以便更准确地评估学生学习成效．研究还针对教师专业发展和数学课程标准落地情况开展了广泛调研，并设计了教材内容逻辑梳理策略和学生需求导向的课前准备方案．通过对特定样本学校和学生群体的实地调研，采用了分层随机抽样法确保了数据的代表性．进一步地，研究构建了知识整合的策略，包括知识融合、跨学科案例分析和实际问题情景模拟等，以实现学习内容的深度、广度和多样性．以学习者中心的教育观、学生自主学习、个性化指导和创造性思维培养为核心，贯穿于整个大单元教学实施过程．具体到圆锥曲线单元的教学设计，研究围绕学生如何通过这种新颖教学模式达成圆锥曲线的三维空间几何感知、数学抽象逻辑思维及解决问题的综合能力三大目标展开．

研究成果表明，基于大单元的教学模式不仅提高了学生的数学成绩，更重要的是增强了学生自主学习和批判性思维能力，为学生实现知识的深层次构建和迁移提供了有力支撑．最后，研究对实施策略进行了优化，对案例教学法和信息技术辅助教学的成效进行评估，并预测了大单元教学模式在未来更宽教育环境中的适用性．

研究的不足之处在于，短期实施效果与长期影响尚需进一步深入的评估与跟进．鉴于此，后续工作将着眼于教学过程的精细化管理和个性化学习路径的优化，特别是教育技术在大单元教学中的深度整合，以及翻转课堂、智能教育平台等新教学模态的长效机制研究．

Currently, China is comprehensively advancing the three major education reforms known as the "Three News" - the "New Curriculum Standards, "New Textbooks" and "New College Entrance Examination ". This transformation has not only promoted innovation in the education sector but also injected more vitality into teaching practices. Against this backdrop, scientific teaching methods and advanced teaching strategies have become particularly important, serving as the key for teachers to improve teaching quality and efficiency.

As an important foundational subject, the updating of teaching models and educational concepts in high school mathematics is particularly important for cultivating students' mathematical literacy and comprehensive abilities. Among them, conic curves, as a key unit in high school mathematics, have higher requirements for teaching due to their complexity and abstraction. There is an urgent need for an innovative implementation strategy for large unit teaching to address this challenge.

The aim of this study is to explore the teaching practice of high school mathematics conic curve in the context of the "three new", using a complete large unit to improve teaching effectiveness, optimize students' learning process, and promote their deep cognitive development. Through a systematic literature review, combined with the current trend of interdisciplinary integration and the deep application of information technology in education, a comprehensive theoretical framework for conical curve large unit teaching has been established. Guided by this framework, a detailed and in-depth analysis of the large unit teaching mode of conic curves was conducted using a mixed research method, combined with literature analysis and questionnaire survey methods. New thinking paradigms and technological applications were introduced in the study, incorporating educational data analysis and intelligent educational tools to evaluate student learning outcomes more accurately. The study also conducted extensive research on the professional development of teachers and the implementation of mathematics curriculum standards, and designed a strategy for logical sorting of textbook content and a pre class preparation plan guided by student needs. Through field research on specific sample schools and student groups, a stratified random sampling method was adopted to ensure the representativeness of the data. Furthermore, strategies for knowledge integration were studied and constructed, including knowledge fusion, interdisciplinary case analysis, and practical problem scenario simulation, to achieve the depth, breadth, and diversity of learning content. The learner centered educational philosophy, with student self-directed learning, personalized guidance, and creative thinking cultivation as its core, runs through the entire implementation process of teaching in large units. Specifically, regarding the teaching design of conic units, the research focuses on how students can achieve the three major goals of three-dimensional geometric perception of conic curves, mathematical abstract logical thinking, and comprehensive problem-solving abilities through this novel teaching mode.

The research results indicate that the teaching model based on large units not only significantly improves students' math grades, but more importantly, enhances their self-learning and critical thinking abilities, providing strong support for students to achieve deep level construction and transfer of knowledge. Finally, the study optimized the implementation strategy, evaluated the effectiveness of case teaching method and information technology assisted teaching, and predicted the applicability of the large unit teaching model in a wider educational environment in the future.

The shortcomings of the research lie in the need for further in-depth evaluation and follow-up on the short-term implementation effects and long-term impacts. In view of this, subsequent work will focus on the refined management of the teaching process and the optimization of personalized learning paths, especially the deep integration of educational technology in large unit teaching, as well as the long-term mechanism research of new teaching modes such as flipped classrooms and intelligent education platforms.