本文针对研学旅行中存在的“游”“学”割裂和学科思想弱化等问题，以地理学“将今论古”思想为理论引领，结合具体的研学载体，构建并实施了以“证据—过程—时空”为内在逻辑的递进式研学活动设计模式。该模式通过结构化的任务链，引导学生在真实情境中获取地理证据、推理地理过程并重建历史地理情境。实践结果表明，该研学设计有助于促进学生学科核心素养的协同发展，促进研学活动由体验性向探究性的转变。该模式强调地理学认识方法，具有较强的可操作性与可迁移性，可为不同区域高中地理研学活动的设计与实施提供参考。

In response to the issues of the disconnection between “tourism” and “learning” and the weakening of disciplinary thinking in study travel, this paper, guided by the geographical concept of “using the present to explain the past,” integrates specific study carriers to construct and implement a progressive study activity design model with the internal logic of “evidence—process—space-time.” This model employs a structured task chain to guide students in acquiring geographical evidence, inferring geographical processes, and reconstructing historical geographical contexts within authentic situations. The practical results indicate that this study design helps promote the collaborative development of students' core geographical literacy and facilitates the transition of study activities from experiential to inquiry-based. This model which emphasizes geographical epistemic methods, possesses strong operability and transferability, offering a reference for the design and implementation of high school geography study activities in diff erent regions.