地理实践教学作为培养学生地理实践力的重要途径，受到地理教育工作者的共同关注。开展地理实践教学需要回答两个基本问题：一是培养何种能力，二是如何测评该能力。鉴于此，本研究探索了基于景观观察的地理实践力训练及测评方法。基于关系思维，本研究将景观观察步骤分解为找要素、看关系、做评价三步。一般而言，景观观察的更高能力水平表现为能观察到更多景观要素类别、识别更多要素间的空间关系以及能站在多元主体的立场对空间关系进行评价。本研究以北京师范大学珠海校区本科生在北京人文地理综合实习中的景观观察活动为例，通过三个案例阐述了学生对“三步法”的运用情况，并据此评价其能力水平。实践表明，该方法能培养学生分析景观的整体性和动态性思维，激发学生探索发现地理现场的自主创造性，提供相对客观的能力测评思路，进而培养学生因地制宜的空间实践意识。

Geographical practice teaching is a vital pathway for cultivating students' geographical practice competence and has attracted signifi cant attention among geography educators. Its implementation requires addressing two fundamental questions: fi rst, which specifi c abilities should be cultivated; and second, how these abilities can be assessed. In view of this, this study explores an instructional and assessment approach for geographical practice competence based on landscape observation. Drawing on relational thinking, this research decomposes the process of landscape observation into three steps: identifying elements, analyzing relationships, and conducting evaluations. Generally, a higher level of competence is reflected in the ability to recognize a broader range of landscape element categories, identify more complex spatial relationships between elements, and evaluate these relationships from the perspectives of multiple stakeholders. Using the landscape observation activities undertaken by undergraduates from Beijing Normal University (Zhuhai) during a human geography fieldwork course in Beijing as a case study, this paper illustrates the application of the three-step method through three specifi c cases and evaluates students' competence levels accordingly. The fi ndings suggest that this method fosters students' holistic and dynamic thinking in landscape analysis, stimulates their initiative and creativity in fi eld exploration, provides an objective framework for competence assessment, and ultimately cultivates their awareness of context-sensitive spatial practice.