本文聚焦必修《地理1》“植被”单元，尝试跳出传统课时主义束缚，从核心概念统整、认知进阶设计、跨学科实践及评价融合四个维度，重构课程内容结构化的实施路径。研究发现，落实结构化教学的关键在于：以核心概念打通知识壁垒，以层级任务推动深度认知，以真实问题驱动迁移应用；在此过程中，表现性评价的嵌入至关重要。本文构建了“整体感知—要素拆解—综合回归”的学习链条。实践证明，这一设计能有效帮助学生在真实情境中建立可迁移的地理认知结构，不仅深化了对人地关系的理解，也为地理学科核心素养的落地提供了具象化的操作抓手。

Focusing on the “Vegetation” unit in Geography 1, this paper challenges the constraints of conventional lessonbased teaching. It reconstructs an operational approach to curriculum structuring through four dimensions: core concept integration, cognitive progression design, interdisciplinary practice, and assessment convergence. The fi ndings reveal that the crux of structured teaching lies in leveraging core concepts to dismantle knowledge silos, deploying hierarchical tasks to foster deep learning, and driving transferable application through authentic problem-solving. Crucially, embedding performance assessment throughout this process is indispensable. By establishing a learning chain “holistic perception—elemental deconstruction—synthetic regression”, this design effectively scaffolds students in constructing transferable geographic cognitive structures within authentic contexts.