基于对近五年运用教育行动研究的地理教育硕士专业学位论文的批判性审视，本研究揭示了当前地理教育硕士研究生运用行动研究时存在的误区：研究目的层面陷入技术取向的错位与实践功能的窄化；研究过程层面呈现螺旋循环的缺失与数据分析的单薄；研究结论层面表现为研究反思的浅表与生成逻辑的倒置等。上述误区既源于研究生科研素养不足与双重身份整合欠缺所导致的研究范式认知偏差，亦受制于学位论文“实践性”要求导向与教育实习时限短促的外部矛盾。基于此，本研究从认知重塑、过程规范、方法强化与逻辑纠偏四个方面提出改进策略，旨在通过规范行动研究的运用，助推地理教育硕士向“反思性实践者”转型，切实提升其解决复杂教育问题的实践智慧。

Based on a critical examination of Master of Education dissertations in geography education that have employed educational action research over the past five years, this study reveals several prevalent misconceptions among master's students in applying this methodology. At the level of research purpose, studies fall into a technical orientation mismatch and a narrowing of practical function. At the level of research process, they exhibit an absence of spiral cycles and fl imsy data analysis. At the level of research conclusions, they demonstrate superfi cial refl ection and an inverted generative logic. The emergence of these misconceptions stems from cognitive biases regarding research paradigms—caused by defi ciencies in graduate students' scientifi c literacy and challenges in integrating their dual identities—as well as external contradictions between the "practically-oriented" requirements of professional degree dissertations and the brief duration of educational internships. To address these issues, improvement strategies are proposed across four dimensions: cognitive reshaping, process standardization, methodological reinforcement, and logical correction. These strategies aim to facilitate the transformation of geography education master's students into "refl ective practitioners" through the standardized application of action research, thereby eff ectively enhancing their practical wisdom in resolving complex educational problems.