《普通高中数学课程标准》提出了培养学生“四基”“四能”和六大核心素养的要求，《中国高考报告》也提出培养学生一整套可迁移的思维和解决问题的能力。在新高考实行对数学主干知识和整体系统性考察加强的现状下，为了培养学生建立系统的数学知识网络，提高学生迁移运用、理解和解决问题的能力，相对于传统教学更加具有整体性的大单元教学逐渐成为了教师们更加重视的选择。

平面向量及其应用单元是集合与代数主题中的重要内容，在锻炼学生数学建模、数学运算、数学抽象以及数学语言的运用上都有很大价值。它不但联系物理中的矢量，还是数学选修中空间向量与立体几何的基础，在学科中、学科间都体现出较强的系统性。

本研究采取了文献法、访谈法和案例分析法，梳理了大单元教学的概念、发展、特点和框架，调查了大单元教学在高中的开展状况及面临问题，根据这两项的结果对平面向量的概念进行了大单元教学设计。基于以上分析，笔者认为大单元教学符合学生综合素质发展、为社会培养实用型人才的需要，大单元教学需要在学校和教师的多方共同探究下进一步发展。

《普通高中数学课程标准》提出了培养学生“四基”“四能”和六大核心素养的要求，《中国高考报告》也提出培养学生一整套可迁移的思维和解决问题的能力。在新高考实行对数学主干知识和整体系统性考察加强的现状下，为了培养学生建立系统的数学知识网络，提高学生迁移运用、理解和解决问题的能力，相对于传统教学更加具有整体性的大单元教学逐渐成为了教师们更加重视的选择。

平面向量及其应用单元是集合与代数主题中的重要内容，在锻炼学生数学建模、数学运算、数学抽象以及数学语言的运用上都有很大价值。它不但联系物理中的矢量，还是数学选修中空间向量与立体几何的基础，在学科中、学科间都体现出较强的系统性。

本研究采取了文献法、访谈法和案例分析法，梳理了大单元教学的概念、发展、特点和框架，调查了大单元教学在高中的开展状况及面临问题，根据这两项的结果对平面向量的概念进行了大单元教学设计。基于以上分析，笔者认为大单元教学符合学生综合素质发展、为社会培养实用型人才的需要，大单元教学需要在学校和教师的多方共同探究下进一步发展。

The General High School Mathematics Curriculum Standards propose the requirements for cultivating students' "four basics", "four abilities", and six core competencies. The China National College Entrance Examination Report also proposes the cultivation of a complete set of transferable thinking and problem-solving abilities in students. In the current situation where the new college entrance examination strengthens the examination of the main mathematical knowledge and the overall system, in order to cultivate students to establish a systematic mathematical knowledge network and improve their ability to transfer, apply, understand, and solve problems, large unit teaching, which is more holistic than traditional teaching, has gradually become a more important choice for teachers.

Plane vectors and their application units are important topics in sets and algebra, and have great value in training students in mathematical modeling, mathematical operations, mathematical abstraction, and the use of mathematical language. It not only connects vectors in physics, but also serves as the foundation for the relationship between space vectors and solid geometry in mathematics elective courses, demonstrating strong systematicity in and between disciplines.

This study adopted literature review, interview method, and case analysis method to sort out the concept, development, characteristics, and framework of large unit teaching. It investigated the implementation status and problems faced by large unit teaching in high school, and based on the results of these two aspects, designed large unit teaching for the concept of plane vectors. Based on the above analysis, the author believes that large unit teaching meets the needs of developing students' comprehensive qualities and cultivating practical talents for society. Large unit teaching needs to be further developed through joint exploration by schools and teachers.