针对高中地理区域认知培养中存在的知识碎片化与认知水平浅表化问题，本研究基于建构主义学习理论与地理教学论，构建了以“目标—主题—情境—探究—评价”为核心环节的主题式教学模式。该模式将区域认知解构为知识、方法、能力与观念四个维度，以兼具区域代表性与教学延展性的典型地理事象“潮汐树”为载体，通过“情境导入—区域探知—主题探究—思维建构—主题迁移”的递进式路径系统实施教学。基于表现性评价量规的评估数据与质性分析表明，该模式有助于促进学生区域认知素养的层级化发展，实现从知识理解到观念形成的认知进阶，为素养导向的课堂教学提供了可操作的实施路径与过程性评价工具。

Addressing the issues of knowledge fragmentation and superfi cial cognitive levels in the cultivation of regional cognition within senior high school geography, this study constructs a thematic teaching model centered on the core elements of“objective–theme–context–inquiry–evaluation,”based on constructivist learning theory and geography teaching methodology. This model deconstructs regional cognition into four dimensions: knowledge, methods, abilities, and concepts. Using the typical geographical phenomenon of the“tidal tree”—which features both regional representativeness and instructional extensibility—as a carrier, the teaching is systematically implemented through a progressive pathway of“context introduction–regional exploration–thematic inquiry–cognitive construction–thematic transfer.”Evaluation data and qualitative analysis based on performance assessment rubrics demonstrate that this model facilitates the hierarchical development of students’regional cognition competence. Furthermore, it realizes a cognitive progression from knowledge comprehension to concept formation, providing an operable implementation pathway and a process-oriented evaluation tool for competenceoriented classroom teaching.