生成式人工智能（GenAI）的快速发展正在重塑地理知识的生产、传播与学习方式，也迫使地理教育重新锚定学习的目的与育人价值。基于学习与AI的四种关系，本文提出根植于地理学、服务于教育学的HEDGE（对冲）地理思维框架，包括以人为中心的思维、认识论思维、深层思维、生成性思维和伦理思维五个维度。HEDGE思维呼吁教师统整知晓、行动与存在，帮助学习地理的学生成长为具有伦理意识、创造力、同理心与行动能力的变革主体。这正是教育的育人价值所在，人在其选择和行动不断形塑自我。由此，AI时代的地理教师并非与AI竞争，而是需要重新组织学生学习与AI的关系，守护地理教育的育人价值。

The rapid development of generative artifi cial intelligence (GenAI) is reshaping the production, circulation, and learning of geographical knowledge, while also compelling geography education to re-anchor the purposes of learning and its educational value. Drawing on four relationships between learning and AI, this paper proposes the HEDGE geographical thinking framework. Rooted in geography and oriented towards education, the framework comprises five interrelated dimensions: human-centric thinking, epistemic thinking, deep thinking, generative thinking, and ethical thinking. HEDGE thinking calls on teachers to integrate knowing, doing, and being, and to support students of geography in becoming transformative agents with ethical awareness, creativity, empathy, and the agency to act. We argue that human beings are the heart of education: human beings are continually shaped through their choices and actions. Accordingly, geography teachers in the age of AI are not competing with AI; rather, they need to re-organise students’ relationships with AI in order to safeguard the educational value of geography education.