针对高中地理“问题研究”栏目教学中学生论证思维缺少与教师指导工具匮乏的问题，本文引入图尔敏模型重构论证思维。本文剖析教材栏目内容，解构出描述性论证、解释性论证和评价与决策性论证的三阶思维进阶逻辑，对应设计要素清单式、逻辑链条式和多维评价量规式三类递进式教学支架，旨在实现论证思维的显性化培养，为培养学生高阶思维能力提供可操作的实践路径。

Addressing the lack of argumentative thinking among students and the scarcity of instructional tools for teachers in the“Problem-Based Research”section of high school geography, this paper introduces the Toulmin Model to reconstruct argumentative thinking. By analyzing the content of the textbook section, this paper has deconstructed a three-stage progression of argumentative thinking: descriptive, explanatory, and evaluative/decision-making arguments. Correspondingly, this paper has designed three types of progressive instructional scaff olds—element checklists, logical chains, and multidimensional evaluation rubrics—aimed at explicitly cultivating argumentative thinking and providing an actionable practical pathway for developing students’higher-order thinking skills.