高中地理新课程标准将实验版课程标准中的“环境承载力”概念修订为“区域资源环境承载力”，这一变化与学科视域下“资源环境承载力”概念从单要素承载力转向多要素资源环境综合评价的演化过程密切相关。各版本教科书对这一概念的界定不尽相同，这给教师的正确理解与精确教学带来了一定障碍。基于此，本文通过对“区域资源环境承载力”概念的历史溯源与拆解分析，对比五个版本教科书相关内容，进行概念的界定与再认识，提出强调学科特点、创设认知冲突和体现系统内涵的教学策略，以落实“区域资源环境承载力”概念的教与学。

The new high school geography curriculum standards have revised the concept of“environmental carrying capacity”from the experimental version to“regional resources and environmental carrying capacity”. This change is closely related to the evolution of the concept of“resources and environmental carrying capacity”in the disciplinary perspective, which has shifted from a single-factor carrying capacity approach to a comprehensive multi-factor evaluation of resources and the environment. Diff erent versions of textbooks present varying defi nitions of this concept, posing challenges for teachers to understand and teach it accurately. To address this, this paper traces the historical origins and deconstructs the concept of“regional resources and environmental carrying capacity”, compares relevant content across fi ve textbook versions, redefi nes and reinterprets the concept, and proposes teaching strategies that emphasize disciplinary characteristics, create cognitive confl icts, and refl ect systemic implications, aiming to eff ectively implement the teaching and learning of the “regional resource and environmental carrying capacity”concept.