改革开放以来，我国基础教育课程改革经历从“双基”“三维”到“核心素养”的演进过程，教学方式也从“知识授受”“探究教学”转向为“学科实践”，强调以“学科实践”推动素养时代育人方式的深层变革。 “地理学科实践”融学科典型性、实践系统性、教育教学性和交流协作性为一体，是一种以地理思维引领实践、在实践中凝练地理思维的创新育人方式。作为一种宏观育人方法论，其实现途径是多样化的，涵盖广义的地理实践、课程教学意义的地理学科实践与地理课程标准明确提出的典型地理学科实践。实施地理学科实践须做好“学科—实践”的结构化设计，形成“实践—反思”的系统闭环，推动“学科—学习”的适切转化，构建“师—机—生”三元交互共同体。

Since the reform and opening up, the curriculum reform of basic education in China has gone through an evolutionary process from "basic knowledge and basic skills" and "three-dimensional objectives" to "core literacy", and the teaching mode has shifted from "knowledge transmission" and "inquiry-based teaching" to "disciplinary practice", which emphasizes promoting the in-depth transformation of education methods in the literacy era through "disciplinary practice". As an innovative education method that integrates disciplinary typicality, practical systematicness, educational and instructional nature, and communicative collaboration, "geography disciplinary practice" guides practice with geographical thinking and refines geographical thinking in practice. As a macroscopic educational methodology, it has diverse implementation approaches, including geography practice in a broad sense, geography disciplinary practice in the sense of curriculum and instruction, and geography disciplinary practice explicitly proposed in the curriculum standards. The eff ective implementation of geography disciplinary practice requires well-structured design of "discipline-practice", the formation of a systematic closed loop of "practice-refl ection", the promotion of appropriate transformation of "discipline-learning", and the construction of a tripartite interactive community of "teachers-technology-students".