本文以南通市通州区高中地理区域合作教研为载体，围绕地理学科核心素养与“全面发展的人”的核心素养相融合的教学目标生成展开研究。通过对区内六所高中的课堂观察、教案文本分析及教师个别访谈，本文对高中地理教学目标设计现状进行调研，发现教学目标设计存在固定化、对应化和狭隘化等问题。基于此，本文构建“遴选要点—尝试编写—研讨优化—课堂实践”区域合作教研路径，形成素养双融的目标编写范式，并通过公开课验证该范式对促进学生素养双融的实际效果。

Drawing on the regional collaborative teaching‐research model for senior high school geography in Tongzhou District, Nantong, this study examines how instructional objectives can be formulated to integrate geographical key competences with those for holistic personal development. We investigated current practices through classroom observations, lesson plan document analysis, and individual teacher interviews across six senior high schools in the district. The fi ndings reveal three predominant deficiencies: rigid standardization, mechanical content matching, and overly narrow framing of objectives. In response, we designed a four‐stage collaborative pathway, namely, selecting key points, drafting objectives, refi ning through discussion, and implementing in class, and derived a dual integration paradigm. The practical effi cacy of this paradigm in fostering integrated competency development was further corroborated through open demonstration lessons.