Traditional campus construction frameworks restrict the implementation of modern innovative educational philosophies, and the structural mismatch between physical teaching spaces and new teaching demands has become increasingly prominent, which makes targeted innovative teaching unit design an urgent research task. This study adopts an interdisciplinary integration framework combining pedagogy and architectural design. First, this paper sorts out domestic and international evolution trajectories of educational concepts, extracts core requirements of China’s current educational reform, and analyzes how innovative teaching philosophies reshape teaching modes and curriculum frameworks; these two dimensions further impose direct and indirect demands on spatial layout, function configuration and scale standards of primary school teaching units. Second, from the user-centered perspective, the research analyzes teaching space influencing factors including children’s behavioral patterns, psychological development characteristics and physiological scale indicators, and summarizes differentiated spatial demands for students at different primary school age stages. Third, field investigations are carried out on six operational primary school buildings, and comparative analysis is conducted on teaching philosophy, floor layout, spatial composition and combination modes to identify prevailing design defects and root causes. On this basis, this paper proposes systematic design strategies covering three dimensions: design principles of student-oriented teaching units, diversified horizontal layout modes and multi-form vertical circulation systems, and puts forward adaptable, replicable spatial transformation models for widespread engineering promotion. This research provides theoretical and practical reference for future primary school teaching unit architectural design under innovative education frameworks.
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