Large-unit teaching is a way to improve students' core literacy, but it is difficult to integrate the later knowledge points into the front and carry them out by leaps and bounds, so it is still difficult to implement large-unit teaching in mathematics.

First, the teaching of large units of mathematics should be the integrated teaching of mathematical ideas.

It is necessary to dig out the idea of big mathematics that meets the curriculum standards in a unit and the core literacy of mathematics that students need to master besides knowledge and skills. In other words, textbooks are only materials to improve ability. When we highlight a mathematical idea, we should consider it as a whole.

The second point: the most possible ways to do a large unit of mathematics are "looking forward to teaching", "looking forward to teaching", "giving consideration to both before and after" and "seeing more trees and seeing more forests".

? That is to say, if there is a court delay behind teaching, it is necessary to delay it moderately, so as to open a window for the later study. I am afraid it is necessary to knock a crack and sow a seed, so that it can slowly expand into a door and sprout there. Review the content behind learning in front, so that children who don't know much at first can stand on a high platform and look back at the scenery below. Will it be smooth? I learned by going up one flight of stairs, and "enlightenment" and "enlightenment" are better accomplished in the front and back. Otherwise, children will only look at trees and not see the beauty of the forest. This gap should be like seeing a meadow and a prairie and watching a drop of water come to the seaside. Shock, the impact on the soul, and the collision with wisdom are absolutely different.

? Of course, large-scale unit teaching needs great wisdom to think, and "replacing trees with flowers" without wisdom will be counterproductive.

? Thirdly, the guarantee of implementing large-unit teaching should be that teachers become "experts" and "quasi-experts". We will get "scholar" students.

Fourth, is the big unit big enough? I don't think so. There are "big modules" on it, such as "number and algebra", "graphics and geometry", "big mathematics" and "big subjects" on it. The higher the boundary, the more difficult it is to control.

? We can look forward to it. We are a "prospective tutor" primary school teacher with a group of "prospective graduate students". It's really difficult, but the prospect is really fascinating.

What you want will be perfected in the future.