目前，地理课程承载“科技教育”的新使命。本文秉持新课程标准关于“科学教育与人文教育双重担 当”的定位，针对传统教学受限于“寻找答案”框架、重“认知解释”而轻“工程决策”的局限，引入社会性科学 议题（SSI），借鉴“框架分析”与“社会性科学推理”机制，构建了由“数字情境感知、技术循证探究、科技史实 溯源、工程问题拆解、辩证伦理论证”组成的五步教学策略。本文以“气候危机下的地球工程”为例，融合AI情境 创设，引导学生开展深度探究，探索了地理学科培养学生工程思维与伦理决策能力的实践路径。研究表明，SSI教学 是落实以“综合性、区域性、实践性”为核心的新学业质量标准、优化表现性评价的有效载体。

At present, the geography curriculum with the new mission of undertaking“science and technology education.”Adhering to the positioning of the“dual responsibility of science education and humanities education”outlined in the new curriculum standards, this paper addresses the limitations of traditional teaching, which is often confined to an“answer-seeking”framework and prioritizes“cognitive explanation”over“engineering decision-making.”By introducing Socio-Scientifi c Issues (SSI) and drawing upon“Frame Analysis”and the“Socio-Scientifi c Reasoning (SSR)”, this study constructs a fi ve-step teaching strategy consisting of“Digital Context Perception, Technology-Enhanced EvidenceBased Inquiry, Historical Tracing of Science and Technology, Decomposition of Engineering Problems, and Dialectical Ethical Argumentation.”Taking“Geoengineering under the Climate Crisis”as a case study and integrating AI-generated scenarios to guide students in deep inquiry, this paper explores practical pathways for cultivating students’engineering thinking and ethical decision-making capabilities within the geography discipline. Research indicates that SSI teaching is an effective vehicle for implementing the new academic quality standards centered on“comprehensiveness, regionality, and practicality,”as well as for optimizing performance-based assessment.