以结构力学这门学科为例,从“以学生为中心”的教学角度出发,提出递进式概念分析教学方法。阐述了结构力学教学和学习的矛盾,将概念分析能力培养分为三个阶段：概念理解能力、概念辨析能力和概念灵活应用能力。通过设置专项练习,将概念体现在习题中,锻炼学生从概念分析的角度自主总结解题方法并理清解题思路,旨在培养学生的自主学习能力。利用易错题的习题设置提升学生的概念理解能力；利用易混淆题的多题对比的习题设置提升学生的概念辨析能力；利用多解题的习题设置提升学生的概念灵活应用能力。将概念理解、辨析和灵活应用能力作为阶梯,可解决概念分析教学的困难。此教学方法为通用方法,适用于一般理工学科教学。

Taking the subject of structural mechanics as an example, the teaching method of progressive conceptual analysis is proposed from the perspective of “student-centered teaching”. The contradiction between teaching and learning of structural mechanics is expounded. The cultivation of conceptual analysis capability is divided into three stages: concept comprehension capability, concept discrimination capability and flexible concept application capability. Setting specific exercises which embody concepts, and then train students to summarize problem solving methods and clarify problem solving ideas from the perspective of conceptual analysis independently. It is aimed at developing students’ independent learning capability. The concept comprehension capability can be improved by setting wrong-prone exercises. The concept discrimination capability can be improved by setting easily confused exercises. The flexible concept application capability can be improved by setting multi-solution exercises. It can solve the difficulty of conceptual analysis teaching by using concept comprehension, concept discrimination and flexible concept application capability as steps. This teaching method is general and applicable to the teaching of most science and technology subjects.