《普通高中地理课程标准 日常修订版(2017年版2025年修订)》首次明确以情境结构的良劣程度作为学业质量水平划分的关键依据。本文基于学业质量标准的情境依赖特征，厘定情境进阶的内涵释义，从综合性、区域性与实践性的描述内容中提取情境进阶的学科内核，并结合人教版高中地理教材的典型案例，阐述沿要素关联轴深化、沿时空尺度轴展开、沿实践预设轴升级的三维进阶情境创设路径。

The Senior High School Geography Curriculum Standards: Daily Revised Edition (2017 Edition, Revised in 2025), explicitly designates for the first time the well- or ill-structured nature of contexts as the key criterion for differentiating academic quality levels. Based on the context-dependent characteristics of academic quality standards, this study clarifi es the connotation of contextual progression and extracts its disciplinary core from the descriptive dimensions of comprehensiveness, regionality, and practicality. Furthermore, drawing upon typical cases from the PEP senior high school geography textbooks, this paper elaborates on a three-dimensional approach for constructing progressive contexts: deepening along the element interrelation axis, expanding along the spatiotemporal scale axis, and upgrading along the practical preset axis.