随着素养导向的新课标颁布以及教育信息化迈向教育数字化转型发展进程的不断推进，技术丰富环境下的课堂教学生态已经发生深刻变革，呈现了分层级的课程生态，并逐渐从以“教”为中心向以“学”为中心转变，从知识为中心向兼顾学生思维发展、能力发展方向转变。课堂的活动化特征愈加鲜明，教学活动的多样性和有效性成为教学实践中新的关注点。因此，挖掘优秀教师课堂教学活动特征及活动进程结构，提炼教学活动设计策略，对于实现课堂教学创新及微观教学调优具有重要意义。
本研究深入学科领域，从语文学科教学改革最前沿视角“大单元教学”出发，综合运用内容分析法、滞后序列分析法和访谈法，开展大单元视角下小学语文教学活动的实证性分析及活动设计策略研究。具体过程如下：①基于我国课堂教学改革探索的历程，从新课标出发，探讨大单元视角下小学语文教学活动的应然愿景；②基于活动理论改进课堂教学活动分析模型，选取北京市基础教育实践中13个小学语文大单元教学优秀课例，开展实证性分析，描述单课时和大单元视角下的教学活动特征，并基于滞后序列分析法呈现课例整体性的活动进程结构；③基于案例实证分析结果，进一步研究如何改进课堂活动设计，对7位优秀语文教研员和教师进行访谈，并结合优秀课例，提炼大单元教学活动设计策略。
研究结果如下：①从应然愿景看，小学语文大单元教学活动设计与实施应具有实践性、系统性、生本性、多样性和融合性特征；②从单课时看，优秀课例的教学活动呈现兼顾高低阶认知目标、学生主体地位凸显、活动辅助支架丰富、兼顾认知和非认知反馈的特点，并按照“情境导入-学情回顾-内容研读-探究体验-迁移训练-总结提升-布置作业”的活动进程结构组织教学。但同时也发现语文学科中数字化工具和资源应用水平有限，信息技术支持的活动设计未能得到充分应用；③从大单元视角看，优秀课例实现了真实情境统摄教学活动、活动相互关联逐层递进、关注自主合作探究以及量化评价指标贯穿活动始终，并按照“情境导入-发布任务-方案设计-双基建构-合作探究-展示分享-总结反思”的活动进程结构组织教学；④对比应然愿景和实然情况下的教学活动特征差异，提炼总结出大单元教学活动设计策略，多措并举助力课堂教学高阶化发展，服务素养导向的教学变革实践。

With the issuance of a new curriculum standard with a focus on literacy and the continuous advancement of education informationization towards educational digital transformation, the ecological environment of classroom teaching in a technologically rich setting has undergone profound changes, presenting a hierarchical curriculum ecology and gradually shifting from being "teaching"-centered to being "learning"-centered, and from being knowledge-centered to being student-mind and ability development-oriented. The activity-based features of the classroom have become more prominent, and the diversity and effectiveness of teaching activities have become new areas of focus in teaching practice. Therefore, mining the characteristics and structural processes of excellent teachers' classroom teaching activities, refining teaching activity design strategies, is of great significance to achieving classroom teaching innovation and micro-teaching optimization.
This study delves deep into the field of language arts and, from the perspective of "big unit teaching" at the forefront of teaching reform in the language arts discipline, uses a comprehensive approach to apply content analysis, lag sequential analysis, and interview methods, to conduct empirical analysis of primary school Chinese teaching activities and to study activity design strategies from the perspective of big unit teaching. The specific process is as follows: firstly, based on the process of exploring classroom teaching reform in China and starting from the new curriculum standard, the desired vision of primary school Chinese teaching activities from the perspective of big unit teaching is discussed; secondly, the classroom teaching activity analysis model is improved based on activity theory, and 13 excellent teaching examples for primary school Chinese big unit teaching in Beijing's basic education practices are empirically analyzed to describe the characteristics of teaching activities under single-class and big unit perspectives, and using the lag sequential analysis method presents an overall activity process structure for each teaching example; thirdly, based on the results of empirical analysis, interviews with 7 outstanding Chinese teaching and research staff and teachers were conducted to further study how to improve classroom activity design, and based on outstanding teaching examples, big unit teaching activity design strategies were extracted.
The research results are as follows: Firstly, from the perspective of desired vision, the design and implementation of primary school Chinese big unit teaching activities should have practical, systematic, student-centered, diverse, and integrated characteristics. Secondly, from a single-class perspective, the teaching activities of excellent teaching examples demonstrate characteristics that cover both high and low-level cognitive objectives, student-centered focus, rich activity supporting structures, encompassing cognitive and non-cognitive feedback. The activities are organized using the structure of "situational introduction-learning reflection-content reading-experience exploration-transfer training-summary and promotion-assignment." However, it was also found that the application level of digital tools and resources in the Chinese language arts discipline is limited, and the activity design supported by information technology has not been fully utilized. Thirdly, from the perspective of big unit teaching, excellent teaching examples achieve teaching activities that are governed by real-world situations, with activities that are interrelated and progressively organized, emphasizing autonomous cooperative exploration, while integrating quantifiable evaluation indicators throughout. The activities are organized using the structure of "introduction of the situation-task release-plan design-double foundation construction-cooperative exploration-showcase sharing-summary reflection." Finally, by comparing the differences between the expected vision and the actual teaching activities, big unit teaching activity design strategies were extracted and summarized, which can help promote the development of high-level classroom teaching and serve literacy-oriented teaching reform practice.