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.