以学科核心素养为导向的课程改革为高中思想政治课教学带来了新的挑战。要实现 新课标下的育人目标，教师在教学设计上要从侧重单个知识点和单个课时的教学，转向 单元整体的结构化教学。单元整体教学设计以单元为整体进行系统化的教学设计，构建 情境化、生活化的学习材料，激发学生的深度学习，促进学生持续性发展。在高中思想 政治课中，采用单元整体教学可以更好地落实立德树人的根本任务，培养出堪当中华民 族伟大复兴的建设者和接班人。由此，本文以探索高中思想政治课单元整体教学设计方 案为重点，开展相关研究。

在文献研究的基础上明确高中思想政治课单元整体教学设计的内涵与特点，总结高 中思想政治课单元整体教学设计理论依据和价值，为开展实践调查奠定理论基础。本研 究采用问卷调查法、访谈法等方法，探讨高中思想政治课单元整体教学设计的应用情况。 通过调查发现，目前绝大多数教师和学生都认为有必要开展单元整体教学，认同单元整 体教学的作用。在单元整体教学下，学生能够充分发挥主观能动性，在真实的情境中解 决真实的问题，落实学科核心素养培育。但是在教学实践中也存在一些问题，例如一线 教师使用单元整体教学频率不高、单元整体教学设计流程不清晰、单元整体教学评价方 式与评价主体单一等。

针对高中思想政治课单元整体教学设计的现状及存在的问题，探索高中思想政治课 单元整体教学设计方案主要包括分析单元整体教学设计依据、设计单元整体教学目标、 确定单元整体教学主题、选择单元整体教学内容、实施单元整体教学和进行单元整体教 学评价。根据单元整体教学设计方案，以必修二《经济发展与社会进步》单元为例进行 单元整体教学设计与实施。通过教学实践检验教学设计效果，反思单元整体教学设计的 优点和不足，并在此基础上优化设计方案。

The subject core literacy-oriented curriculum reform brings new challenges to teaching high school ideology and politics. To achieve the goal of nurturing people under the new curriculum, teachers need to shift from focusing on individual knowledge points and individual lesson time in their teaching design to the structured teaching of the unit as a whole. The whole unit teaching takes the unit as a whole to carry out systematic teaching design, constructs contextualized and life-like learning materials, stimulates deep learning teaching and allows the core literacy of the subject to really happen in the students and internalize it as a continuous motivation for students' growth. In the secondary school ideology and politics curriculum, the basic task of shaping moral character can be better accomplished by teaching the unit as a whole and cultivating people who can meet the requirements of the great rejuvenation of the Chinese nation. As a result, this paper focuses on exploring the overall teaching design scheme of ideological and political course unit in high school.

To clarify the connotations and characteristics of holistic teaching design of units in senior secondary ideology and politics on the basis of literature research. To summary the theoretical basis and value of holistic teaching design for units in senior secondary ideology and politics and to lay the theoretical foundation for conducting practical investigations. In this study, questionnaire survey and interview methods were adopted to investigate the actual situation of the overall teaching design of ideological and political course units in high school. The survey found that most teachers and students agree that it is necessary to carry out holistic teaching and agree with the role of holistic teaching. With holistic teaching, students can give full play to their subjective initiative, solve real problems in real situations, and implement the core literacy training of the subject. However, there are also some problems in teaching practice, such as front-line teachers' infrequent use of holistic teaching, unclear design process of holistic teaching, and single subject of holistic teaching evaluation.

Aiming at the status quo and existing problems of overall teaching design of ideological and political course units in high school, exploring the unit whole teaching design scheme of high school ideological and political course mainly includes analyzing the unit whole teaching design basis, designing the unit whole teaching objective, determining the unit whole teaching theme, choosing the unit whole teaching content, designing the unit whole teaching task, implementing the unit whole teaching and evaluating the unit whole teaching. According to the overall teaching design plan of the unit, the unit on Economic Development and Social Progress in Compulsory 2 is used as an example for the overall teaching design and implementation of the unit. Reflect on the strengths and weaknesses of the overall design of the unit and optimise the design on the basis of the teaching practice.