《普通高中课程方案（2017年版2020年修订）》指出要注重学科内容、活动设计和核心素养之间的有机联系，从课程整体设计上强调了学科内容的统整性和实践性。大单元教学设计具有整合教学内容的优势，重视学生主体地位，发挥教师主导作用，注重启发式、互动式、探究式教学，聚焦教学的核心素养导向，同时由于其本身与传统教学方法的衔接性，也可以作为不同水平地区和学校推进教学改革的实践手段。目前，大单元教学整体上呈现良好发展的态势，师生也能够认可和接受这教学手段。但当前仍然存在推广和实施方面的问题。

基于对问题的分析，本文采用“逆向设计模板”的理论思路，从大单元的确定、目标、评价和情境任务角度提出相应的教学策略。首先，大单元要基于教材和学生理解结构重整课程内容，进而提炼出单元行进的脉络和逻辑，也就是单元大概念，在此基础上总结单元名称，这是单元设计与实施的起点。其次，要基于课程标准确定教学的预期目标，目标力求清晰可操作，同时目标应以学生为主体，教师和学生共同围绕目标开展教学，在目标叙写上也存在简明有序的结构。再次，教师要重视评价思维，将评价置于教学过程之前，提前设计评价，进而帮助学生把握大单元的教学进度与成效，也为教师留足改进和调整的空间，评价也应该配合教学内容的深入体现进阶性，使学生在挑战性问题中实现自我检验和发展。在评价手段上，教师可以采取多样化的手段，多维评估学生的综合能力，体现学生在真实问题下的真实表现。同时，在大单元的实施过程当中，教师要结合真实情境，贴近学生日常生活体验和社会经验，激发学生探索和表达的兴趣，合理设置活动和任务，将学生兴趣合理引导，在探究过程中实现知识构建和思维能力的完善与提升。总之，教师应该在实施大单元教学过程中贯彻整体性、进阶性、真实性和生本性的原则，从内容、目标、评价、过程等方面纵深发力，转变传统观念，拥抱新手段新方法，不断提升教学实效。

 The "Ordinary High School Curriculum Plan (2017 Edition, Revised in 2020)" emphasizes the organic connection between subject content, activity design, and core competencies. It highlights the integration and practicality of subject content from the perspective of overall curriculum design.Large-unit teaching design emphasizes the principal role of students, the leading role of teachers, and focuses on heuristic, interactive, and inquiry-based teaching methods. It facilitates guiding students to think actively, ask questions proactively, and focus on the core competencies of teaching. Also, due to its continuity with traditional teaching methods, it can serve as a practical means for different regions and schools to advance teaching reforms. Currently, large-unit teaching is generally developing well, and both teachers and students can accept and appreciate this teaching method. However, there are still issues in its promotion and implementation.

Based on the analysis of these issues, this paper adopts the theoretical approach of "backward design" to propose corresponding teaching strategies from the perspectives of determining large units, goals, assessments, and situational tasks. Firstly, large units should reorganize the course content based on the textbooks and students' understanding structure, then refine the trajectory and logic of the unit progression, i.e., the major concept of the unit. On this basis, summarize the unit name, which is the starting point of unit design and implementation. Secondly, the expected teaching goals should be determined based on the curriculum standards. These goals should be clear and actionable, centered on the students, with teachers and students collaboratively engaging in teaching around these goals. The goal description should also be concise and orderly. Thirdly, teachers should value evaluative thinking, placing evaluation before the teaching process, designing evaluations in advance to help students grasp the teaching progress and effectiveness of the large unit, and leave ample room for improvement and adjustment. Evaluations should also align with the depth of the teaching content to reflect progression, enabling students to test and develop themselves through challenging problems. In terms of evaluation methods, teachers can adopt diverse means to assess students' comprehensive abilities, reflecting their true performance in real-world problems. Additionally, during the implementation of the large unit, teachers should integrate real-life situations, closely relate to students' daily life experiences and social experiences, stimulate students' interest in exploration and expression, set reasonable activities and tasks, and guide students' interests properly, achieving knowledge construction and the enhancement of thinking skills during the inquiry process. In summary, teachers should implement the principles of holism, progression, authenticity, and student-centeredness in the large-unit teaching process, pushing forward in terms of content, goals, evaluation, and process, transforming traditional concepts, embracing new methods, and continuously enhancing teaching effectiveness.