With the promulgation of the "Information Technology Curriculum Standards for Compulsory Education (2022 Edition)", junior high school information technology courses derived from information technology courses have become a key battlefield for cultivating digital literacy and skills among young people. Unlike information technology, which focuses on imparting knowledge and skills, information technology courses mainly study the scientific principles, thinking methods, processing processes, and engineering implementation of information expressed in digital form and its applications. The promulgation of the new curriculum standard is only the starting point, and there are still specific tasks to be done before the implementation of the new curriculum standard, such as the reconstruction of course content and the adjustment of teaching modes. Therefore, this article takes the project-based teaching design of junior high school information technology from the perspective of large units as the research object, and explores the strategies and methods of project-based teaching design of junior high school information technology courses from the perspective of large units, including the necessity of constructing knowledge systems in large units, creating project scenarios based on real problems in large units, designing skills for project-based teaching plans based on class hours, practicing project-based teaching activities, and diversified evaluation guided by literacy, And analyze and demonstrate with specific cases, in order to provide reference for the implementation of information technology courses in junior high school under the background of the new curriculum standards.