个体基于“恋地情结”对家国共同体的情感归属源于“地方芭蕾”，并常处于缄默状态，而“分离”能够触发个体反思与重建，促使这种归属感从“自然依恋”转向“自觉认同”。地理教学培育家国情怀的关键在于通过精心设计的情境和任务，引导学生经历“拟分离－再嵌入”的完整过程。该过程需要立足乡情理解国情，综合运用“拉开认知距离”“创设阈限情境”“模拟文化震荡”和“引导责任行动”的策略，引导学生基于地方感形成理性而深沉的家国认同。

Individuals’emotional attachment to the family-country community, rooted in“topophilia”, originates from “place ballet”and often remains in a tacit state.“Separation”can trigger reflection and reconstruction, prompting this sense of belonging to shift from“natural attachment”to“conscious identification”. The key to cultivating familycountry sentiment in geography teaching lies in guiding students through a complete process of“simulated separation– re-embedding”via carefully designed situations and tasks. This process requires grounding in hometown attachment to understand national conditions, and comprehensively employing strategies such as“creating cognitive distance”, “establishing liminal situations”,“simulating culture shock”, and“guiding responsible action”to guide students to develop a rational and profound family-country identifi cation based on their sense of place.