针对初中地理实验教学“重操作、轻思维”的现实困境，本文依据《义务教育地理课程标准（2022年版）》厘清初中地理学科中科学思维的生成逻辑，构建“行动”与“思维”互构的“四阶六步”教学模型，并以“观察日晷”为例开展实验教学。该模型能有效驱动学生经历“从感性观察走向理性建模”的探究闭环，实现了地理实践力与科学思维的协同培育，为核心素养落地提供了实践范式。

Addressing the practical dilemma in junior high school geography experimental teaching, which tends to “emphasize operation over thinking,”this paper clarifies the generative logic of scientific thinking in the discipline based on the Geography Curriculum Standards for Compulsory Education (2022 Edition). It constructs a“four-stage, sixstep”teaching model characterized by the mutual integration of“action”and“thinking,”and applies it to experimental teaching using“Observing the Sundial”as a case study. This model eff ectively drives students through a closed-loop inquiry process from“perceptual observation to rational modeling.”It achieves the synergistic cultivation of geographic practice competence and scientifi c thinking, thereby providing a practical paradigm for the implementation of core competencies.