针对当前地理教学中“知”“行”脱节、素养培育割裂化等问题，本文提出以社会性科学议题（SSI）为情境载体驱动地理决策教学的模式，推动教学范式向决策导向转型。本文阐释了SSI驱动地理决策教学的三重价值：回归地理学“经世致用”的学科本质、实现地理学科核心素养的整合培育及培养公民的决策能力。在此基础上，本文构建“地理学发展方向—科学实践范式—共同核心思想与目标”的三维整合框架，理清了“知识—科学—决策”的学科演进逻辑与“科学解释—科学论证—科学决策”的科学实践范式递进关系，进而提出“认知—论证—决策—行动”的教学实施路径，为SSI驱动的地理决策教学提供理论支撑与实践范式。

In response to the problems of "disconnection between knowledge and action" and "fragmentation of quality cultivation" in current geographical teaching, a teaching model driven by socio-scientific issues (SSI) as the contextual carrier is proposed to promote the transformation of the teaching paradigm towards a decision-oriented approach. This article explains the threefold value of SSI-driven geographical decision-making teaching: returning to the disciplinary essence of geography of "practical application", integrating and cultivating geographical key competences, and cultivating the decisionmaking ability of outstanding citizens. On this basis, a three-dimensional integrated framework of "geographical development direction-scientifi c practice paradigm-common core ideas and goals" is constructed, clarifying the disciplinary evolution logic of "knowledge-science-decision" and the progressive relationship of the scientifi c practice paradigm of "scientifi c explanation - scientifi c argumentation - scientifi c decision", and then proposing the "cognition-argumentation-decision-action" teaching implementation pathways, providing theoretical support and practical paradigm for geographical decision-making teaching under SSI.