High-level perspectives in high-school mathematics focus on exploring the generation significance of mathematical knowledge from the viewpoint of the knowledge system. Teaching unit design under this perspective provides important references for educational practice. This paper establishes a teaching unit design model guided by objectives and driven by evaluation, proposing a basic implementation pathway that includes: "content reconstruction — element analysis — goal setting — evaluation design — activity design — practice and reflection." Using the example of conic sections in high school mathematics, the study evaluates the effectiveness of this design model. The results demonstrate that this teaching design approach helps to open new pathways for enhancing the efficiency of unit teaching