中国基础教育迈进“核心素养时代”将近十年，“如何落实核心素养”成为这十年内教育界热议的话题。“大概念”理论为解决这个问题提供了一种可行性思路。“大概念”能够将分散的知识、技能、观念等联结为整体，并且赋予它们意义。因此，大概念引领的教学能促进知识的结构化、促进学生对知识本质的理解、培育学生的核心素养。

教师在借助大概念构思教学设计时，首先需要分析课程标准、教材和学情，随后参照课程标准和教材等提炼出大概念，接着围绕大概念设计教学目标及与之配套的评估方式、情境任务。在课堂中，教师需要注意利用情境任务呼应本课的大概念，并给予学生及时、准确的评价，以促进学生对大概念的理解。

本文选取的实践案例是一节初中历史复习课，该课以地中海区域为切入点，观察古代文明的多元面貌和文明间的交流互鉴，探究人类对多元文明应持有的态度。文明的多元面貌在地中海体现得淋漓尽致，文明的兴衰是这里永恒的话题。那些穿梭于地中海的商人、海盗、战士等，通过参与跨地区的贸易、物种的交流、科技文化的传播或者政治权力的此消彼长，使地中海形成了高水平的经济和文化联系，推动了人类文明的发展。地中海是世界文化交汇与激荡的漩涡，是人类文明多元共生的重要见证。历史的经验告诉我们：文明因多元而交流，因交流而发展。只有尊重各区域的文明并学习它们的优秀文化，人类文明才能不断发展。

本文中的“古代地中海区域文明史”复习课是在初中历史学科借助大概念引领教学的一次实践，证明了大概念对学生建构历史知识结构、理解知识蕴含的深层信息、培育核心素养具有重要作用。在核心素养时代，大概念引领下的教学不失为一条落实核心素养的宽阔路径。

China's basic education has entered the era of Core Literacy for nearly ten years, and " how to implement Core Literacy " has become a hot topic in the education sector during this decade. The theory of "Big Idea" provides a feasible way to solve this problem. The so-called "Big Idea" is essentially a point of view, which can link the scattered knowledge, skills, ideas and so on as a whole, and give them meaning. Therefore, Big Idea can promote the structuring of knowledge, promote students' understanding of the nature of knowledge, and cultivate students' core literacy.

When designing the teaching design by Big Idea, teachers first need to analyze the curriculum standards, teaching materials and learning situation, then extract the Big Idea according to the curriculum standards and teaching materials, and then focus on the teaching objectives of Big Idea design and the supporting evaluation methods and situational tasks. In the class, teachers need to pay attention to the use of situational tasks to echo the Big Ideas of this course, and give students timely and accurate evaluation to promote students' understanding of Big Ideas.

The practical case selected in this paper is a junior high school history review class. This class takes the Mediterranean region as the starting point, observes the pluralistic appearance of ancient civilization and the exchange and mutual learning between civilizations, and explores the attitude of human beings to various civilizations. The pluralistic face of civilization is vividly reflected in the Mediterranean Sea, and the rise and fall of civilization is an eternal topic here. Merchants, pirates, warriors, etc., who travel across the Mediterranean, are all involved in cross-regional trade, species exchanges, the spread of science and technology, culture, or the shift of political power, which has formed a high level of economic and cultural ties in the Mediterranean and promoted the development of human civilization. The Mediterranean Sea is a whirlpool of world culture and an important witness of the pluralistic symbiosis of human civilization. Historical experience tells us that civilization communicates because of diversity and develops because of communication. Only by respecting the civilization of each region and learning their excellent culture can human civilization continue to develop.

The review class of "Ancient History of Mediterranean Regional Civilization" in this paper is a practice of implementing Big Idea in junior high school history, which proves that Big Idea plays an important role in students' construction of historical knowledge structure, understanding the deep information contained in knowledge and cultivating core literacy. In the era of core literacy, Big Idea is a broad path to implement core literacy.