地图常以线状符号呈现地理边界，教学若直接将符号形式等同于客观边界，便容易重位置和两侧特征的识记，轻划界判据、过渡范围、尺度变化与跨界联系的分析。基于自然区划、尺度思想与边界研究成果，本文辨析地理分界线、过渡带与地理边界的关系，将高中地理中的边界表征概括为突变型界线、阈值型界线和过渡型边界，提炼地理边界的判据依赖性、尺度依赖性、动态迁移性以及分隔与联系的双重性。在此基础上，构建“定界—辨界—释界—用界”的地理边界认知过程，提出多指标叠置、地图缩放与剖面转换、时序叠图和多边界叠置等教学路径，推动边界学习由分界线识记转向对边界生成逻辑、空间形态、形成过程与适用条件的理解。

Maps often present geographical boundaries through linear symbols. If teaching directly equates the symbolic form with the objective boundary, it is likely to place emphasis on memorizing boundary locations and the characteristics on both sides, while paying less attention to the analysis of boundary-delineation criteria, transition ranges, scale changes, and cross-boundary connections. Based on natural regionalization, scale thinking, and research on boundaries, this article analyzes the relationships among geographical dividing lines, transition zones, and geographical boundaries. It categorizes boundary representations in senior high school geography as abrupt boundary lines, threshold boundary lines, and transitional boundaries, and summarizes their criteria dependence, scale dependence, dynamic mobility, and the duality of regional division and connection. On this basis, it constructs a geographical-boundary cognition process of“boundary delineation, identification, interpretation, and application”and proposes teaching pathways including multi-indicator overlay, map zooming and profi le transformation, temporal map overlay, and multi-boundary overlay. These pathways promote the shift in boundary learning from memorizing dividing lines to understanding the generative logic, spatial forms, formation processes, and conditions of application of boundaries.