新时代背景下，家国情怀培养已成为高中地理课程的核心目标之一。本文在分析地理视角下家国情怀内涵的基础上，引入认知冲突理论，提出高中地理家国情怀的四阶培养路径：创设情境—设置冲突—协作探究—实践升华。本文以“秸秆禁烧政策”为案例，设计了家国情怀的教学目标，在教学过程中采用了四条培养学生的家国情怀的路径：创设情境，以感性认知引发朴素情感；设置冲突，理解农民视角的情感矛盾；协作探究，形成国家发展的理性认同；实践升华，内化家国情怀的责任担当。

In the context of the new era, fostering patriotic sentiments has become one of the core objectives of high school geography education. Building upon an analysis of the connotations of patriotic sentiments from a geographical perspective, this paper introduces cognitive confl ict theory to propose a four-stage pathway for cultivating such sentiments in high school geography: creating scenarios, setting confl icts, collaborative inquiry, practical sublimation. Taking the“straw burning ban policy”as a case, the teaching objective of patriotism and family sentiment was designed. In the teaching process, four paths were adopted to cultivate students' patriotism and family sentiment: creating situations and triggering simple emotions through perceptual cognition; Set up confl icts and understand the emotional contradictions from the perspective of farmers; Collaborative exploration generates rational recognition of national development; Through practice and refi nement, internalize the sense of responsibility and commitment towards the country and the family.