为系统把握我国高中生地理综合思维的总体水平，本研究结合文献分析法与质性访谈法，系统梳理了我国东、中、西部多省份的大规模实证数据，并对20名一线地理教师进行了深度访谈。研究发现，当前高中生地理综合思维整体处于中等偏下水平，随年级增大而上升，并呈现地区、校际差异。学生已初步具备要素识别与区域内分析的能力，但在要素综合的逻辑性、时空尺度意识、跨区域联系及自主迁移应用等方面存在明显短板。本研究从课堂教学、案例设计及教师发展维度提出建议：在课堂教学中，通过构建结构化知识体系与强化尺度思想训练，提升学生的要素联系与时空综合思维能力；在案例设计上，创设跨区域比较与真实复杂情境，推动学生综合思维迁移与应用；在教师发展方面，通过专项教研与教学反思，提升教师的综合思维教学意识与专业能力。

This study adopted a combined approach of literature analysis and qualitative interviews to systematically sort out large-scale empirical data from multiple provinces in the east, central and western regions of China, and conducted in-depth interviews with 20 front-line geography teachers, to systematically grasp the overall level of comprehensive geographical thinking among high school students in China. The research fi nds that the current comprehensive geographical thinking of high school students is generally at a medium to lower level, rising with the increase of grade, and showing regional and inter-school diff erences. Students have initially acquired the ability of element identifi cation and intra-regional analysis, but they still have obvious shortcomings in the logic of element synthesis, awareness of spatio-temporal scales, cross-regional connections, and autonomous transfer and application. Suggestions are put forward from the dimensions of classroom teaching, case design and teacher development: In classroom teaching, students should be guided to enhance the ability of element connection and spatio-temporal comprehensive thinking by constructing a structured knowledge system and strengthening the training of scale thinking. In terms of case design, cross-regional comparisons and real complex scenarios should be created to promote students' thinking transfer and application. In terms of teacher development, it is necessary to enhance teachers’awareness of thinking in teaching and their professional capabilities through specialized teaching research and teaching refl ection.