新课标背景下小学语文大单元教学现状与优化策略

Current Situation and Optimization Strategies of Macro-Unit Teaching in Primary School Chinese under the New Curriculum Standard

摘要: 新课标提出小学语文课程目标是培养学生的核心素养，大单元教学是实现此目标的关键抓手。论文对广西186名小学语文教师进行调查发现，当前小学语文大单元教学现状是：理念认同与实践转化的二元张力、学习主题的多元整合与深度学习缺失、评价方式多样化与评价标准模糊、学生素养与教师能力双向提升。通过分析发现存在以下问题：教师对小学语文大单元教学的认知偏差、教师对学生的高阶思维发展不够重视、教学评价体系与素养目标适配性不足。为此，提出相应的解决策略，并展望小学语文大单元教学发展方向。

Abstract: The New Curriculum Standards propose that the primary goal of primary school Chinese language education is to cultivate students’ core competencies. Macro-unit teaching is identified as a key approach to achieving this goal. A survey of 186 primary school Chinese language teachers in Guangxi revealed the current state of macro-unit teaching: a duality between theoretical acceptance and practical implementation; multi-faceted integration of learning themes alongside a lack of deep learning; diversified assessment methods paired with ambiguous evaluation criteria; and the need for mutual improvement in both student literacy and teacher competency. The analysis identified the following issues: teachers’ cognitive biases regarding macro-unit teaching, insufficient emphasis on developing students’ higher-order thinking skills, and a misalignment between the teaching evaluation system and the competency-based objectives. Corresponding solutions are proposed, along with future directions for the development of macro-unit teaching in primary school Chinese.