Based on an analysis of the current predicaments in history teaching, this paper demonstrates the fundamental reconstruction of teaching concepts—shifting from knowledge-oriented to competency-based education and from teacher-centered to student-centered approaches. It systematically constructs several new forms of middle school history teaching that embody the spirit of the Dual-New Reforms (newly revised curriculum standards and new textbooks), namely: new concept, new objectives, new units, new methods, new contexts, and new evaluation. This framework aims to respond to the strategic needs of the national "Strong Foundation Program" for the early cultivation of top innovative talents, providing a practical path for implementing the fundamental task of "fostering virtue through education" and improving the quality of history education. The research deeply integrates classical theories of history education, curriculum standard concepts, and cutting-edge academic achievements.