随着生成式人工智能的快速发展，人工智能正深度嵌入教学环节，并持续影响地理教学发生转变。基于 “数字土著”理论，本文引入“AI土著”这一分析视角，探讨人工智能深度参与背景下地理学科学习方式的变革。 文章从自然接受、熟练操作和适应革新三个方面分析“AI土著”的地理学习特性，指出其在人工智能支持下表现出 将技术纳入学习过程的倾向。在此基础上，本文从融合智能与人机协同的视角出发，提出面向“AI土著”的地理教学应从工具与内容两个层面合理引导人工智能的使用：（1）发挥其在内容更新、空间理解和学习支持中的积极作 用；（2）通过问题引导、审慎判断和成果表达，促进学生形成科学、理性的人工智能使用素养。人工智能的持续发展为地理教学提供了新的可能，其关键在于地理教师如何实现学科教学与智能技术的有机融合。

With the rapid development of generative artifi cial intelligence, AI is being deeply embedded in teaching processes and continuously driving transformations in geography teaching. Based on the theory of“digital natives”, this paper introduces the analytical perspective of“AI natives”to explore the changes in geography learning methods under the background of deep AI participation. The paper analyzes the geographical learning characteristics of“AI natives”from three aspects: natural acceptance, profi cient operation, and adaptive innovation, pointing out their tendency to integrate technology into the learning process with the support of artifi cial intelligence. On this basis, from the perspective of integrated intelligence and human-computer collaboration, this paper proposes that geography teaching for“AI natives”should reasonably guide the use of artifi cial intelligence from two levels: tools and content. (1) Utilize its positive role in content updating, spatial understanding, and learning support. (2) Promote students to form scientifi c and rational AI literacy through problem guidance, prudent judgment, and outcome presentation. The continuous development of artifi cial intelligence provides new possibilities for geography teaching, and the key lies in how geography teachers can realize the organic integration of subject teaching and intelligent technology.