大观念视角下单元整体教学路径研究现状与启示——基于系统性文献综述法

Research Status and Implications of Integrated Unit Teaching Path from Big Ideas Perspective—A Systematic Literature Review

摘要: 为了解大观念视角下单元整体教学路径研究现状，本研究采用系统性文献综述法，在中国知网、万方、维普三个教育文献数据库中选取24篇高质量的期刊论文进行统计分析，发现目前大观念下的单元整体教学设计主要涉及概念界定和课程模式探索的质性研究，其次关于教学内容设计和实施路径的实证研究也在快速发展，研究多采用问卷调查、测试、观察、访谈等方法。研究结果发现其研究情境主要聚焦在中小学阶段，且将大观念下的单元整体教学引入课堂，对学生的学习兴趣、学习成绩以及学习态度都有积极正向的影响。不足的是由于实证研究的数量较少，其研究结果缺乏一定的推广性。最后，本研究揭示了基于大观念的单元整体教学相关研究的发展脉络和未来发展趋势，尝试构建具体的理论框架并结合案例分析，提出具有可操作性的教学建议，希望对教育教学领域的发展有所帮助。

Abstract: To understand the current research status of integrated unit teaching path from the big ideas perspective, this study employs a systematic literature review method. A total of 24 high-quality journal articles were selected from three educational literature databases—CNKI, WANFANG, and VTTMS—for statistical analysis. The findings reveal that the current research on integrated unit teaching design under the big ideas primarily involves qualitative studies focusing on conceptual definitions and curriculum model exploration. Additionally, empirical research on teaching content design and implementation pathways is rapidly developing, with methods such as questionnaires, tests, observations, and interviews being widely adopted. The research context is predominantly concentrated in primary and secondary education, indicating that the integration of integrated unit teaching based on the big ideas into classrooms positively impacts students' learning interest, academic performance, and attitudes. However, due to the limited number of empirical studies, the generalizability of the findings remains constrained. Finally, this study outlines the developmental trajectory and future trends of research on integrated unit teaching based on the big ideas. It attempts to construct a specific theoretical framework, incorporates case analysis, and proposes actionable teaching recommendations, aiming to contribute to the advancement of educational practices.