课堂教学如何有效培育学生的地理实践力，已成为当前地理教育研究的重要议题。然而，目前地理课堂在实践力培养中仍面临重视不足、情境与实践脱节和学习活动缺乏趣味性等现实困境，严重制约了课堂教学的教育功能。本文结合教学案例，提出“情境—问题—任务—成果”参与式课堂教学模式，通过创设互动性情境、设计层次性问题链、设置开放性实践任务、鼓励多元化成果和形成闭环迭代的教学路径，摆脱实践力培养困境。为进一步发挥课堂的教育功能，教师应在资料筛选与教学准备上做“加法”，强化地理工具的运用与学科研究价值的渗透，注重情境教学中的情感共鸣，激发学生参与地理实践的内在动力。

Eff ectively developing students’geographical practical skills through classroom teaching has become a signifi cant focus in contemporary geography education research. However, current geography instruction still faces a lack of emphasis on practical skills, a disconnection between scenario and practice, and a lack of engaging learning activities, all of which severely restrict the educational effi cacy of the classroom. Drawing on teaching cases, this paper proposes a participatory instructional model termed the“Scenario–Inquiry–Task–Outcome”model.This model addresses the challenge of fostering practical skills by creating interactive scenarios, designing layered inquiry chains, incorporating open-ended practical tasks, encouraging diverse learning outcomes, and establishing an iterative, closed-loop instructional pathway.To further enhance the educational function of the classroom, teachers should strengthen material selection and instructional preparation. This process involves enhancing the application of geographic tools,integrating the values of the discipline, fostering emotional resonance in scenario-based teaching, and motivating students’intrinsic drive to engage in geographical practice.