概念教学一直是物理教学的重点和基础。我国课程改革的深入发展对于概念教学提出了更高的要求。概念转变的教学策略虽然源于国外，但我国中学物理教师在新课程理念指导下，在教学实践中采用了许多有效促进概念学习的教学策略。本论文首先对概念教学策略的研究进行了系统梳理，根据概念转变的教学策略建立了课堂分析理论模型，在大量听课和广泛收集教学案例的基础上，选择了加速度和摩擦力两个教学课题中的7节课作为研究对象，重点分析考察案例中的教学策略使用情况，同时通过访谈教师，分析影响教师教学策略决策的因素。得到以下两方面结论：教师使用的教学策略的情况参差不齐，教师教学策略的决策因素随课题而不同，并找到了教师使用教学策略中存在的主要问题。在此基础上为概念教学和教师培训提出具体建议。

The conceptual teaching has long been the keystone and the foundation of physical education. The instruction strategies of conceptual change are from abroad, but our teachers adopt many instruction strategies to effectively promote the conceptual learning in practice which is under the ideas of curriculum reform. Firstly，this paper make further sorting out the instruction strategies in order to the introduction teaching strategies into classroom. Secondly, it establishes the model of class analyzing based on instruction strategies of conceptual change. It chooses seven classes as object of study which content is acceleration and the direction of friction based on a large number of lectures and extensive collection of teaching cases. The study major investigates the situation of the using of instruction strategies in the cases. This paper analysis factors which impact the teachers’ decision-making on instruction strategies through interviews with teachers .By the study, it comes to two conclusions: teachers use teaching strategies has been uneven and the factors which affect t teachers’ decision-making vary with the topic, and found the main problems in the teachers’ using instruction strategies, gives some specific suggestions in teaching and teacher training and teaching.