本研究以山东省高考地理试卷中平流雾试题为典型复杂情境问题的载体，采用出声思维法对104名高二优生的作答情况进行实证分析。研究发现，学生解题过程中存在动态过程建模难、因果逻辑推理乱、地理要素表征模糊三大核心障碍。基于认知负荷理论剖析，其成因在于外在认知负荷超载、内在负荷管理不足及相关图式缺位。据此，本研究提出三项递进式教学干预策略。实践表明，这些策略能有效降低学生解题负担，提升其应对复杂地理问题的综合素养，为地理核心素养培育提供了具有认知科学依据的教学路径。

This study uses problems on advection fog from the Shandong Province College Entrance Examination geography papers as a representative of complex contextual problems and employs the think-aloud protocol to conduct an empirical analysis of 104 high-achieving second-year high school students. The results reveal three core obstacles in students’ problemsolving process: difficulty in dynamic process modeling, disorganized causal reasoning, and vague representation of geographical elements. Analyzing these challenges through the lens of cognitive load theory, their origins are attributed to excessive extraneous cognitive load, insuffi cient management of intrinsic load, and lack of relevant schemas. Accordingly, this study proposes three progressive instructional intervention strategies, practice demonstrates that the strategies can eff ectively reduce students' problem-solving burden, enhance their comprehensive competence in tackling complex geographical problems, and provide a teaching pathway grounded in cognitive science for fostering geographical key competences.