全球化与数字化背景下，地理工具已成为推动地理教育改革的重要元素。本研究以中、新、日、韩四国现行初中地理课程标准为对象，基于“经验之塔”构建分类框架，采用内容分析法，勾勒四国地理视觉、实践、媒体和信息四类工具的形态表征。结果表明，四国课程均重视地理工具的多元应用与核心素养培育，共同特征包括视觉工具强化空间认知、媒体工具促进多模态学习、信息工具体现数字化转向和实践工具支撑探究学习；差异方面，中国突出实践导向与整合，新加坡强调数字赋能与媒介融合，日本聚焦灾害教育与伦理约束，韩国注重社会议题与公民教育。研究结果揭示了东亚地理教育的共同路径与本土特色，对课标优化、数字化转型和素养教学具有参考价值。

Against the backdrop of globalisation and digitalisation, geographical tools have become key drivers of reform in geography education. This study examines junior secondary geography curriculum standards in China, Singapore, Japan, and South Korea. Using content analysis in combination with a classifi cation framework based on the “pyramid of experience,” it analyses how four categories of geographical tools—visual, practical, media, and informational—are represented and positioned within the curricula of these countries. The fi ndings show that all four curricula emphasise the integrated use of geographical tools and the development of core competencies. Common features include the use of visual tools to enhance spatial cognition, media tools to support multimodal learning, information tools to refl ect digital transformation, and practical tools to promote inquiry-based learning. At the same time, distinctive national emphases are evident: China stresses practiceoriented integration, Singapore foregrounds digital empowerment and media convergence, Japan highlights disaster education alongside ethical considerations, and South Korea places greater emphasis on social issues and civic education. Overall, the study reveals both shared trajectories and localised characteristics in East Asian geography education, providing insights for curriculum standard optimisation, digital transformation, and competency-based teaching.