核心素养导向下小学语文大单元教学的审思与实践优化

Reflection and Practical Optimization of Elementary Chinese Large-Unit Teaching under the Guidance of Core Competencies

摘要: 《义务教育语文课程标准(2022年版)》确立小学语文学科核心素养后，传统碎片化教学难以承载素养培育需求，大单元教学成为“知识本位”向“素养本位”转型的关键范式。本文聚焦小学语文学科大单元教学，指出其以统编教材“人文主题和语文要素”为基础，以大概念统领、真实核心任务驱动，整合资源设计阶梯活动，具有大概念具象化、任务生活化等适配小学阶段的鲜明特征，与语言建构、思维发展、审美创造、文化传承四大素养深度呼应。实践中存在大概念提炼偏差、任务设计失当、教学实施僵化、评价不完善等问题，需通过“课标–教材–学情”来提炼大概念、逐一分解任务、逻辑适配教学、构建多元评价框架优化。研究旨在衔接理论与实践，助力核心素养落地，为后续研究提供参考。

Abstract: After the establishment of core literacy in primary school Chinese education by the “Chinese Language Curriculum Standards (2022 Edition),” fragmented traditional teaching methods struggle to meet the demands of literacy cultivation. Unit-based teaching has emerged as a pivotal paradigm for transitioning from a “knowledge-centered” to a “literacy-centered” approach. This paper focuses on unit-based teaching in primary school Chinese education, highlighting its distinctive features tailored to the primary stage. Grounded in the “humanistic themes and language elements” of the unified textbook series, it integrates resources and designs tiered activities under the guidance of grand concepts and real-world core tasks. These features include the concretization of grand concepts and the life-oriented design of tasks, deeply aligned with the four core literacies: language construction, cognitive development, aesthetic creation, and cultural heritage. However, practical implementation faces challenges such as misaligned grand concept extraction, inappropriate task design, rigid teaching execution, and inadequate evaluation. Solutions involve refining grand concepts through the “curriculum standards - textbook - student needs” framework, systematically decomposing tasks, logically adapting instruction, and constructing a diversified evaluation system for optimization. This study aims to bridge theory and practice, facilitate the realization of core literacy objectives, and provide a reference for future research.