当前，人工智能正深刻重塑高中地理教学生态。技术赋能虽在优化教学流程、拓宽教学边界方面有着显著优势，但具体学科的风险未能得到充分审视。因此，本文围绕人工智能赋能高中地理教学，构建了涵盖思维发展、数据获取、教育伦理及社会化维度的风险评估体系，并运用熵值法开展量化测算。回归分析表明，教学主体在技术应用过程中的表现是诱发风险的主导因素。通过“三坊七巷”案例实证，本文进一步证实了人工智能在处理复杂人地关系问题、承载地理情感价值观方面的局限性。本文旨在通过对学科风险的量化解析，为高中地理教学智能化转型提供路径参考，以期在技术创新中坚守学科底线与育人初心。

At present, Artifi cial Intelligence (AI) is deeply reshaping the landscape of high school geography education. While technology off ers clear advantages in making teaching processes more effi cient and expanding its reach, the specifi c risks within the subject have not been fully examined. Therefore, this study develops a risk assessment system that covers thinking development, data collection, ethics, and social impact, using the Entropy Weight Method for quantitative analysis. Our regression analysis shows that how people use technology is the main factor causing these risks. Furthermore, a case study on "Three Lanes and Seven Alleys" confi rms that AI has limits when dealing with complex human-environment relationships and teaching geographic values. By analyzing these risks through data, this paper aims to provide a guide for the smart transformation of geography teaching. We hope to ensure that while we embrace innovation, we also stay true to the core principles and educational purposes of the subject.