本文基于家族相似性方法提出G-FRA框架，通过认知网络分析来检视我国高中地理教材中科学本质要素 的呈现状况.结果发现，两本教材都呈现出“认知—知识系统内部联系紧密、社会—制度系统内部联结松散、两系统之间联系有限”的网络特征；认知—知识系统以“地理科学知识”和“地理科学实践”为核心；社会—制度系统 则聚焦“地理社会效用”，但“地理专业活动”及“地理社会组织与互动”的表征薄弱。基于上述表征特点，本文提出增设社会性科学议题的探究活动、构建结构不良的地理情境和跨册协同，促进学生对地理科学本质的全面把握 的针对性教学建议。

Drawing on the Family Resemblance Approach, this paper proposes the G-FRA framework to examine the representation of the Nature of Science in two Chinese senior high school geography textbooks using Epistemic Network Analysis. The results indicate that both textbooks exhibit network characteristics of tight internal connections within the cognitive-epistemic system, loose internal connections within the social-institutional system, and limited links between the two systems. Specifi cally, the Cognitive-Epistemic system centers on“geographical scientifi c knowledge”and “geographical scientifi c practice,”while the Social-Institutional system focuses on“geographical societal utility,”but the representations of“geographical professional activities”and“geographical social organizations and interactions”are weak. Based on these representational characteristics, this paper puts forward targeted teaching suggestions: incorporating inquiry activities on socioscientifi c issues, constructing ill-structured geographical contexts, and promoting cross-volume synergy, so as to enhance students’comprehensive understanding of the nature of geographical science.