问题式教学作为培育地理学科核心素养的重要方式，在一线课堂中被广泛实践。本文从教学目标、过程、组织形式与方法四个维度审视典型教学案例发现，当前地理问题式教学在实践中普遍演变为“地理问题链教学”——情境明确但核心问题模糊，形态契合课标要求但内在逻辑仍遵循知识传递范式。在实践中，素养目标指向结构化知识，情境创设、问题探究及协作组织流于形式的问题突出，学生自主程度有限。要真正发挥地理问题式教学的素养培育价值，亟须推动教师实现认知与实践的双重转向，弥合抽象素养培育与具体教学操作之间的逻辑断层。

As an important approach to cultivating core competencies in geography,problem-based teaching has been widely practiced in frontline classrooms. By examining typical teaching cases from four dimensions—teaching objectives, procedures, organizational forms, and methods—it is found that current problem-based teaching in geography has generally devolved into “geographical problem chain teaching”: the context is clear, but the core problem remains vague. While the form aligns with curriculum standards, the underlying logic still follows the knowledge transmission paradigm.In practice, issues such as the structuring of knowledge oriented toward competency goals, the superfi cial use of context creation, problem inquiry, and collaborative organization are prominent, and student autonomy is limited. To truly realize the value of problembased teaching in geography for cultivating core competencies, there is an urgent need to promote a dual shift in teachers’ cognition and practice, bridging the logical gap between abstract competency cultivation and concrete teaching operations.