建构“人类命运共同体”意识是新时代地理教育的重要命题。本研究以中国现行五套中学地理教科书为分析对象，应用批判话语分析方法，探讨其如何通过文本内容建构“人类命运共同体”意识。研究基于国家课程标准建立“文化共存”“环境共生”“发展共荣”三个维度的框架，分析教科书中世界图景的建构策略。研究发现，中国的地理教科书系统塑造了以“共存、共生、共荣”为核心的世界图景，超越了地缘竞争叙事，凸显了中华文化“和而不同”的价值观，以培养学生的全球责任感与共同体意识。研究认为，中国地理教科书采用凝聚共识的建设性话语模式，有别于二元对立的竞争性话语模式，能够有效地把宏观国家战略转化为可被学生认知的地理情感与行动自觉，为培养兼具家国情怀与全球视野的时代新人奠定基础。

Cultivating the consciousness of a community with a shared future for mankind is an important proposition of geography education in the new era. This study examines five series of Chinese secondary school geography textbooks using Critical Discourse Analysis (CDA) to explore how this consciousness is constructed through textual content. Based on the national curriculum standards, the study establishes an analytical framework comprising three dimensions: "Cultural Coexistence", "Environmental Symbiosis", and "Developmental Prosperity Together", to analyse the strategies employed in constructing the "world picture" within these textbooks. The fi ndings reveal that Chinese geography textbooks systematically shape a world picture centred on "Coexistence, Symbiosis, and Prosperity Together". This approach transcends the narratives of geopolitical competition, underscores the Chinese cultural value of "harmony without uniformity", and fosters students' sense of global responsibility and community consciousness. The study concludes that geography textbooks adopt a constructive discourse mode aimed at building consensus, which is distinct from the competitive discourse mode characterized by dual opposition. This mode effectively translates macro national strategies into geographical sentiments and conscious actions that are cognizable to students, thereby laying a foundation for cultivating a new generation of the times with both a profound love for their country and a global vision.