本文立足核心素养导向与新时代学校美育要求，针对初中地理教学中学科地位边缘化、美育体验浅层化和生涯认知窄化等问题，探讨生涯认知视角下美育融入初中地理教学的内在逻辑与实施路径。以“河洛之根：土地资源”为例，建构“生涯认知—美育—地理核心素养”三维耦合模型，提出以课标统整、情境转化和资源支撑为核心的教学策略，并设计“识地之用—觅地之异—思地之疾—护地之策”四段式研学任务。该设计通过地方土地资源、职业角色体验、审美感知活动与过程性评价的有机融合，旨在促进学生在认识土地、感受土地、理解职业和表达责任中实现知识理解、审美体验、生涯认知与价值行动的协同发展。

Grounded in the orientation of key competences and the requirements of aesthetic education in the new era, this paper addresses such issues in junior secondary geography teaching as the marginalization of the subject, the superfi ciality of aesthetic experience, and the narrowing of students’ career cognition. It explores the internal logic and implementation pathway for integrating aesthetic education into junior secondary geography teaching from the perspective of career cognition. Taking “Heluo Roots: Land Resources” as a case, the study constructs a three-dimensional coupling model of “career cognition–aesthetic education–geographical core competencies,” proposes teaching strategies centered on curriculum-standard integration, contextual transformation, and resource support, and designs a four-stage fi eld-study task sequence: “identifying land use, exploring land differences, examining land problems, and proposing land protection strategies.” By integrating local land resources, career-role experience, aesthetic perception activities, and process-based assessment, the design aims to promote the coordinated development of students’ knowledge understanding, aesthetic experience, career cognition, and value-oriented action as they come to know the land, appreciate its beauty, understand related professions, and express a sense of responsibility.