学习科学聚焦学习发生的内在认知机制，是理解深度学习的重要理论基础。问题式教学强调通过真实情境和问题解决推动学生开展高阶认知活动，是促进深度学习的重要路径。本文立足学习科学视域，分析高中地理学习的认知进阶过程以及学生解决复杂地理问题的信息加工过程，构建“浅层学习—深度学习—迁移学习”的认知进阶模式，并以“区域发展对交通运输布局的影响”一课为例，依据问题解决的认知加工路径设计问题式教学方案。本文旨在改善高中地理教学中学习停留于表层知识获得的现状，引导学生逐步实现认知进阶，促进地理深度学习的发生，为落实地理学科核心素养提供实践参考。

Learning science offers a theoretical lens for understanding deep learning by focusing on internal cognitive mechanisms. Problem-based Learning drives students to engage in higher-order cognitive activities through real-world situations and problem-solving, serving as a crucial pathway to deep learning. From the perspective of learning science, this paper analyzes the cognitive progression mechanisms and information-processing procedures in high school geography problem-solving, and constructs a cognitive progression model of “surface learning-deep learning-transfer learning.” Taking “the impact of regional development on transport layout” as a case, it designs a PBL instructional plan aligned with the cognitive pathways of problem-solving. The study aims to remedy the prevalent issue of surface-level knowledge acquisition, guide students toward stepwise cognitive progression, foster the occurrence of deep learning in geography, and provide practical references for the cultivation of core competencies in geography.