在国家强化科学教育的背景下，高中地理教学承担着与其他学科共同培育学生科学素养的任务。高中地理实验教学既符合科学实验教学的要求，又充分体现地理学科的实践性特点，是地理教学落实科学教育目标的重要途径。本文以高中必修《地理1》“土壤”为教学案例，探索指向科学素养培育的地理实验教学设计与实施策略。本文提出了横向贯通“教学目标—教学环节—教学评价”、纵向衔接“科学素养—探究实践—评价标准”的设计思路，明确了指向科学素养培育的实验教学目标，依据科学探究的逻辑优化地理实验教学的探究过程，并制定了相应的实验教学评价量表。

Against the backdrop of the national emphasis on strengthening science education, high school geography teaching shoulders the task of cultivating students' scientifi c literacy together with other science disciplines. Among various teaching approaches, geography experiment teaching in senior high schools not only meets the general requirements of scientific experiment teaching but also fully refl ects the practical characteristics of geography, making it an important way to implement the goals of scientific education. Taking the teaching of "Soils" in the Compulsory Geography Course 1 as a case study, this paper aims to explore the design and implementation strategies of geography experiment teaching oriented toward the cultivation of scientific literacy. This paper proposes a design concept that horizontally integrates "teaching objectives - teaching links - teaching evaluation" and vertically connects "scientific literacy - inquiry practice - evaluation standards", clarifi es the experimental teaching objectives oriented towards scientifi c literacy, optimizes the inquiry process of geography experimental teaching based on the logic of scientific inquiry and formulates the corresponding experimental teaching evaluation scale.