传统人文地理学教学面临“理论悬浮”与“地方失语”的双重困境，难以激发地方高校本土生源的情感共鸣与深度学习。本文以内蒙古地区高校为例，提出“双轮驱动”式教学改革模型。该模型以建构主义与情境学习理论为基础，通过“乡情案例库”的系统化建设，实现教学内容的“在地化”转译，并深度融合GIS、无人机及社交媒体数据分析等“数字化”工具，引导学生从身边最熟悉的地理现象出发，完成对抽象理论的感知、探究与建构。 教学实践表明，该模式不仅能显著提升学生的课程参与度、知识应用能力和空间思维能力，更在培育学生的“地方认同”与“家国情怀”方面成效显著，为破解边疆民族地区人文地理学教学的普适化难题提供了可资借鉴的“内蒙古方案”。

Traditional human geography teaching faces the dual dilemma of “theoretical suspension” and “local aphasia”, which makes it diffi cult to stimulate emotional resonance and deep learning among local students in regional universities. Taking Inner Mongolia as a case study, we proposed a “dual wheel-driven” teaching reform model. Such model is based on the constructivism and situational learning theory, and it localized instructional content through the construction of a systematic “native case library”, which deeply integrated digital tools such as GIS, drones, and social media data analysis. The model guides students to start from the most familiar geographical phenomena around them and complete the perception, exploration, and construction of abstract theories. Teaching practice has proved that such model can not only signifi cantly enhance students’ course participation, knowledge application, and spatial thinking ability, but also achieve signifi cant results in cultivating their “local identity” and “patriotism”. It thus provides a valuable “Inner Mongolia Plan” for solving the problem of universalization of human geography teaching in border ethnic areas.