Exploring Big-Idea-Guided Large-Unit Teaching in Primary School Science: A Case Study of “Rocks and Soil” in the Grade 4 Volume II Science Textbook Published by Education Science Press
大概念统摄下的小学科学大单元教学探究 — 以教科版四年级下册《岩石与土壤》为例

摘要

《义务教育科学课程标准（2022年版）》强调知识关联、迁移应用与反思能力培养，大概念统摄下的大单 元教学是小学科学落实核心素养的关键路径。针对当前小学科学教学中存在的知识碎片化、情境零散化以及评价方 式单一化等问题，本文以大概念理论为指导，从教学内容重构、关联情境创设以及评价体系优化三个方面提出小学 科学大单元教学实施策略。以教科版四年级下册《岩石与土壤》单元为载体，为小学科学大单元教学改革提供系统化、 可操作的设计范式。

Abstract

The Science Curriculum Standards for Compulsory Education (2022 Edition) emphasize the cultivation of knowledge connection, transfer and application, and reflective ability. Big idea-oriented large-unit teaching has become a key approach to implementing core competencies in primary school science education. Aiming at the problems of fragmented knowledge, disconnected learning situations, and single evaluation methods in current primary school science teaching, this paper, guided by the theory of big ideas, proposes implementation strategies for large-unit teaching from three aspects: reconstruction of teaching content, creation of connected learning situations, and optimization of evaluation systems. Taking the unit Rocks and Soil from the fourth-grade primary science textbook as the carrier, this study aims to provide a systematic and operable design paradigm for the reform of large-unit teaching in primary school science.