针对核心概念教学中存在重教师讲授、轻学生实践探究的问题，本文以“水位”为例，探究依托学科实践构建核心概念、渗透育人价值的实施路径。本文确立“始于实践、融于实践、依托实践”的建构逻辑，创设真实情境，实施学科实践路径：课前通过实地观测积累感性认知，依托真实问题制造认知冲突；课堂借助类比提炼水位本质特征；结合水位预警演示、古今水文监测对比，深化知识运用；依托统计图梳理知识脉络，形成结构化认知。全过程融入人地协调观、先民治水智慧及水文工作者坚守奉献等育人内涵，兼顾知识学习与价值培育，为地理学科核心概念教学提供可落地的实践模式。

To address the issue of overemphasizing teacher-led instruction while neglecting students’practical inquiry in core concept teaching, this paper takes“water level”as an example to explore an implementation pathway that constructs core concepts and integrates educational values through disciplinary practice. The study establishes a construction logic of“starting from practice, integrating into practice, and relying on practice,”creates authentic contexts, and implements a disciplinary practice approach: pre-class fi eld observation accumulates perceptual experience, and real-world problems are used to generate cognitive confl icts; in-class analogy is employed to extract the essential characteristics of water level; water level warning demonstrations and comparisons between ancient and modern hydrological monitoring are combined to deepen knowledge application; and statistical charts are utilized to organize knowledge threads and form structured cognition. Throughout the entire process, educational connotations—including huma–environment coordination, ancestral wisdom in water management, and the dedication of hydrological workers—are integrated, balancing knowledge learning with value cultivation. This provides a practical and implementable model for teaching core concepts in geography.