植物演替处于地理学与生物学的交叉领域，但当前教学多侧重生态机制的阐释，对地理环境的制约与反馈关注不足。本文从地理学视角出发，重构植物演替教学内容，强调植物演替是“环境驱动—生物反馈”的协同过程，系统解析地理要素对演替起点、速度、方向及顶极群落类型的控制作用，并探讨植被对局地环境的反馈机制及其地带性分异规律。结合近年高考试题分析，本文提出植物演替教学应引导学生从静态类型记忆转向动态过程理解，构建“气候背景—生境条件—植被响应”的综合分析框架，强化学生的时空整合思维与地理系统推理能力，为跨学科教学与核心素养培养提供参考。

Plant succession lies at the intersection of geography and biology. Nevertheless, current teaching predominantly focuses on the interpretation of ecological mechanisms, while insuffi cient attention is paid to the constraints and feedback of geographical environments. From a geographical perspective, this paper reconstructs the teaching content of plant succession, emphasizing that plant succession is a synergistic process of“environmental driving and biological feedback”. It systematically analyzes the controlling effects of geographical factors on the starting point, rate, direction and climax community type of succession, and discusses the feedback mechanisms of vegetation on local environments as well as their zonal differentiation rules. Based on the analysis of recent college entrance examination questions, this paper proposes that plant succession teaching should guide students to shift from static memorization of types to understanding dynamic processes. A comprehensive analytical framework of “climatic background—habitat conditions—vegetation response” should be constructed to strengthen students’ spatiotemporal integration thinking and geographical systematic reasoning competence. This paper provides references for interdisciplinary teaching and the cultivation of core competencies.