所谓历史概念，是指历史事件、历史现象和历史人物本质属性的反映，是历史学习的重中之重，但是中学阶段历史教学很容易造成学生对概念的误解。基本的概念如果不能厘清，那就更难谈理解与运用了，历史教学的意义也就荡然无存。这是因为我们目前中学阶段的历史教学大多注重史实的罗列梳理，而在帮助学生理解史实背后的本质方面可能稍嫌不足，这种重史实轻本质的现状使得历史课程目标的达成变得更加困难。分析此问题的成因，我觉得并非是教学者的意识不够，更多的是在教学上的不得法。中学生的思维能力认知能力毕竟有限，要向其传达复杂历史现象背后的本质涵义，在内容和方法上都很有必要深入研究探讨。本篇论文旨在通过对辛亥革命这一课的概念教学方法的探索和实验，来寻找具有普遍意义的历史概念教学方法。本论文的主要内容：1.根据历史概念的定义与分类，梳理辛亥革命一课中的历史概念，确定核心概念和边界概念；2.借鉴辛亥革命史实研究和概念教学理论界定本课主要概念的内涵及外延；3.以奥苏贝尔有意义学习理论﹑建构主义学习理论和查朴尼“对抗偏见”作为理论支撑设计核心概念的教学并将其融入到整课的教学设计当中。

The concept of history, is the reflections of essential attributes of historical events, historical figures and historical phenomena, also the most important part of historical study. but secondary school students to are likely to misunderstood the concepts. If one can not clarify the basic concepts, it is even harder to talk about understanding and practical application, the meaning of the teaching of history will be weaken.This is because our currently secondary school history teaching focus on lists historical facts , helping students understand the nature behind the facts is ignored, the status light weight nature of the facts of this history curriculum makes it more difficult to reach the target . Having a analysis on the causes, I do not think that is because history teachers are not aware of this, I think the hardest part is method selection. The cognitive and thinking ability of teen-agers are immature,soits really difficult to them to comprehend the complex phenomena of history.So my paper is going to discuss the selection of teaching methods in teaching historical concepts. Main contents: 1. Find out the core concept by the definition and classification of historical concept; 2. To summarize the relevant literature and data in recent years to make sure of the meaning of these concepts; 3. I will use the “meaningful learning theory” by David Pawl Ausubel and the "against prejudice" strategy by Champagne as the theory support the core concept design teaching;