面对全球可持续发展挑战以及地理教学中碎片化解读人地关系的困境，本研究引入“复合驱动—系统演化—耦合机制—协同调控”（CSCS）人地系统耦合研究框架，阐述将其融入地理项目式学习的理论逻辑与实践路径。本研究首先通过解读CSCS框架的学科内涵及其与地理项目式学习的契合向度，论证该框架在促进学生地理学科思维进阶、推动跨学科融合等方面的核心素养培育价值，进而从教学目标、教学设计、教学活动和教学评价四个维度，建构横向多维贯通、纵向一体进阶的项目式学习教学框架，并以“城市内涝”为案例进行分析。本研究旨在为地理教学回应教育时代需求、深化素养导向改革提供理论支撑与方法借鉴。

Facing the global challenges of sustainable development and the fragmented dilemma of interpreting humanenvironment relationships in geography teaching, this research introduces the“Composite Driving-System EvolutionCoupling Mechanism-Synergistic Regulation”(CSCS) framework for studying the coupling of human-environment systems. It systematically elaborates on the logical thinking and teaching approaches for integrating this framework into project-based learning in geography. Firstly, by interpreting the disciplinary connotation of the CSCS framework and its alignment with project-based learning in geography, the article demonstrates the value of this framework in cultivating core competencies such as promoting students’advanced thinking in geography and facilitating interdisciplinary integration. Teaching strategies encompass four dimensions: teaching objectives, teaching design, teaching activities, and teaching evaluation. These dimensions constitute a project-based learning teaching framework that is horizontally integrated and vertically progressive. Additionally, this research provides a detailed analysis using“urban fl ooding”as a case study. This research aims to provide theoretical support and methodological reference for geography teaching to respond to the demands of the educational era and deepen competency-oriented reforms.