本研究采用文本分析法比较中德课程标准中地理环境的整体性与差异性的呈现方式。分析可知，中国课程标准更侧重以规律讲解奠定知识基础，并借助案例探究促进系统分析；德国课程标准则强调以能力为核心的整合式探究，通过情境任务与模型工具同步推动知识、观念与高阶思维的生成。比较结果显示，两国路径分别形成“分工化”与“整合化”的代表性模式。本研究为深化我国相关主题的教学提供了启示，包括引导学生构建思维模型、在区域情境中运用整体性与差异性分析框架，以及在案例探究中强化多元立场评价与价值判断等方面。

This study adopts text analysis to compare how geographical-environmental holism and spatial diff erentiation are represented in Chinese and German senior secondary geography curriculum standards. The fi ndings show that the Chinese curriculum standards tend to establish the knowledge foundation through the explanation of principles and rules and to promote systems analysis through case-based inquiry. In contrast, the German curriculum standards emphasize competencyoriented integrated inquiry and use situated tasks and model tools to support the simultaneous development of knowledge, disciplinary perspectives, and higher-order thinking. The comparison indicates that the two countries have formed two representative curriculum paths, namely a“diff erentiated”path and an“integrated”path. This study provides inspiration for deepening the teaching of related topics in our country, including guiding students to construct thinking models, applying the analytical framework of holism and spatial diff erentiation in regional contexts, and strengthening multi-perspective evaluation and value judgment in case-based inquiry.