针对当前高中地理情境教学中存在的“主体缺失、迁移困难、素养虚化”等现实困境，本文提出以学生为主体的“探境地理（SIDO）”教学范式。该范式构建“察（Scrutinize）—问（Interrogate）—析（Decipher）—行（Orchestrate）”的教学实施路径，强调学生在具身和非具身的情境中主动发现、深度探究与迁移应用。本文以“地球运动地理意义”为例，聚焦“校园充电桩布局优化”具身情境，系统阐述SIDO范式的操作流程。

Against the backdrop of prevalent practical dilemmas in modern senior high school geography situational teaching, such as "subject disengagement, transfer ineffi ciency and empty literacy cultivation", this paper propose a student-centered "SIDO Geographic Teaching Paradigm". The paradigm constructs a cyclic practical path of "Scrutinize—Interrogate— Decipher—Orchestrate", emphasizing students' active discovery, in-depth inquiry, and transfer application in embodied and disembodied contexts. Taking the "geographical signifi cance of Earth motions" as an example, this paper focuse on the embodied context of "optimization of campus charging piles layout" and systematically elaborates on the operation process of the SIDO paradigm.