结构化教学是当前教学研究的热点。本文以学习进阶理论为指导，立足地理学科特点与真实课堂教学情境，构建了“输入—联结—酝酿—升华”的地理结构化教学路径。层层递进的认知任务引导学生在“生态脆弱区的综合治理”主题学习中，逐步实现从零散知识到逻辑关联、从学科观念凝练到哲学思维提升的认知跃迁。这一探索为破解地理教学中知识碎片化、思维浅表化困境，进而系统培育学生的地理核心素养提供了可操作的实践框架。

Structured teaching is currently a focal point in pedagogical research. Guided by the theory of learning progressions and grounded in the characteristics of geography as a discipline and authentic classroom teaching scenarios, this paper constructs a structured geography teaching pathway termed "Input—Connection—Incubation—Sublimation." By designing progressively challenging cognitive tasks, students are guided to achieve a cognitive leap—from fragmented knowledge to logical connections, and from the condensation of disciplinary concepts to the enhancement of philosophical thinking— during their study of the theme "Comprehensive Management of Ecologically Vulnerable Areas." This exploration provides an operable practical framework to address the challenges of knowledge fragmentation and superfi cial thinking in geography education, thereby systematically fostering students' core geographic competencies.