在“人工智能+教育”深度融入背景下，本研究基于地理学科视角，对21位一线地理教师开展深度访谈，运用扎根理论研究方法系统探讨地理教师AI焦虑的多元样态，构建地理教师AI焦虑内涵模型。该模型包含外显焦虑与内显焦虑两个焦虑层，其下涵盖技术整合焦虑、管理评价焦虑、学科专业焦虑、实践替代焦虑、专业发展焦虑以及伦理与身份焦虑六个主范畴，以期为提升地理教师智能教育素养、促进教师专业发展提供精准支持。

In the context of the deep integration of "artifi cial intelligence + education", this study, from the perspective of geography as a discipline, conducted in-depth interviews with 21 frontline geography teachers and systematically explored the multiple patterns of geography teachers' AI anxiety using grounded theory. A connotation model of geography teachers' AI anxiety was constructed. The model comprises two layers of anxiety—explicit anxiety and implicit anxiety—which encompass six main categories: technology integration anxiety, management and evaluation anxiety, disciplinary professional anxiety, practice substitution anxiety, professional development anxiety, and ethics and identity anxiety. This study aims to provide targeted support for enhancing geography teachers' AI literacy in education and promoting their professional development.