随着数智教育时代的到来，传统课堂教学模式亟待转型以适应社会需求。本文以数智时代背景下人本主义、具身认知、元认知和反思性实践等理论的演变为支撑，结合数智时代概念教学强调多学科协同、注重“问题+设计思维+数智思维”过程、凸显多元主体参与和教育价值属性多元化等特征，构建了地理概念课堂教学新范式，即课前形成“共建—融合”的教学情境、课中构筑“探究—创生”的协同教学机制、课后打造“反馈—改进”的协同优化体系，以期为数智教育背景下基础教学转型提供参考。

With the advent of the era of digital and intelligent education, the traditional classroom teaching model urgently needs to be transformed to meet social demands. This paper is supported by the evolution of theories such as anthropotism, embodied cognition, metacognition and reflective practice in the context of the digital intelligence era. It combines the characteristics of concept teaching in the digital intelligence era, such as emphasizing multi-disciplinary collaboration, focusing on the process of“problem + design thinking + digital intelligence thinking”, highlighting the participation of multiple subjects and the diversification of educational value attributes, to construct a new model of geography concept classroom teaching. That is, before class, a teaching situation of“co-construction - integration”is formed; during class, a collaborative teaching mechanism of“inquiry - creation”is established; after class, a collaborative optimization system of “feedback - improvement”is created, with the aim of providing references for the transformation of basic teaching with a background in digital and intelligent education.