随着地理课程标准对跨学科融合要求的深化，系统思维培育已成为地理跨学科教学的核心诉求。然而， 当前教学中普遍存在地理学科内要素与跨学科要素融合碎片化的问题，严重制约了系统思维的有效培育。本文以广 西环江石漠化生态脆弱区治理为研究案例，依托山歌载体构建“乐理—地理—治理”三维联动的地理跨学科教学框 架，遵循“关联奠基—整体构建—动态升华”三阶实施脉络，探析地理与音乐跨学科融合中系统思维的培育路径。 本文旨在破解地理跨学科教学的要素融合碎片化困境，实现核心素养与高阶思维的协同发展，为地理跨学科教学实 践提供可借鉴的方案，助力其从“知识传授”向“思维本位”深化。

With stronger requirements for interdisciplinary integration in The Geography Curriculum Standard, cultivating systems thinking has become a key goal of interdisciplinary geography teaching. Yet in practice, geographic elements and cross-disciplinary elements are often combined in a fragmented way, limiting the development of systems thinking. Using the management of the karst rocky desertifi cation–prone area in Huanjiang, Guangxi as a case, this study builds a“music theory–geography–governance”three-dimensional framework through folk songs, and follows a three-step process—linking, integrating, and extending—to explore how systems thinking can be fostered through geography–music integration. The study aims to reduce fragmentation, support the joint growth of key competences and higher-order thinking, and off er a practical model that helps interdisciplinary geography teaching shift from knowledge delivery to thinking-centered learning.