在数字化转型与“深度融合”背景下，本文针对当前地理信息技术融入地理教育囿于技术整合范式下的“课例”开发、难促课堂教学结构变革的困境，提出并系统构建以“课型”为核心的结构化转型路径。一方面，本文创新性地提出地理信息技术角色演进的“三阶融合深度模型”，据此架构涵盖三类基本课型及六种变式课型的层级课型网络；另一方面，本文聚焦双维“为什么知识”互构的关键机制，分课型设计三种体现“深度融合”的教学过程结构及表现性评价体系。研究表明，以“课型”替代“课例”作为地理信息技术教育的核心抓手，能够有效统整技术逻辑、学科逻辑和教学逻辑，赋能地理课堂教学关键要素重构，为落实核心素养与新课标“学科实践”要求提供范式。

Against the backdrop of digital transformation and deep integration, this research addresses the persistent challenge in integrating Geographic Information Technology (GIT) into geographic education: its confi nement to developing “lesson example” within the technology integration paradigm, which inadequately facilitates structural transformation in classroom teaching. A structured transformation pathway centered on “lesson type” is proposed and systematically constructed. An innovative “three-stage integration depth model” is presented, delineating the evolving role of GIT. Based on this model, a hierarchical lesson-type network encompassing three fundamental types and six variant subtypes is constructed; focusing on the key mechanism of mutual construction concerning “knowledge of why” across dual dimensions, three kinds of teaching structure and performance evaluation system refl ecting “deep integration” are designed according to the lesson type. Findings indicate that adopting “lesson type” as the core framework for GIT education, replacing the focus on individual “lesson example”, eff ectively integrates technological, disciplinary, and pedagogical logics. This approach enables the restructuring of critical elements within geography classroom instruction and provides a viable paradigm for implementing core competencies and the “disciplinary practice” requirements stipulated in the new curriculum standards.