强有力知识取向下地理教师的边界工作是实现高质量跨学科教学的重要过程。本文基于强有力地理知识与边界工作的理论基础，将地理教学过程中的“边界”具体化为知识边界、学科边界与教学边界三种类型，各类型边界均需经历“划界”“跨界”和“融界”三个递进层次，由此构建出“三维度三层次”边界工作框架，并在此基础上提出传统地理教师向“边界教师”转型的“知边界—行策略—促联动”三阶段路径，以期为强有力知识取向下地理教师在复杂教育情境中开展跨学科教学提供理论参照与实践指引。

The boundary work of geography teachers under the orientation of powerful knowledge is an important process for achieving high-quality interdisciplinary teaching. Based on the theoretical foundations of Powerful Geography Knowledge and boundary work, this study categorizes the“boundaries”in the process of geography teaching into three specifi c types: knowledge boundaries, disciplinary boundaries, and pedagogical boundaries. Each type of boundary involves three progressive levels:“boundary demarcation”,“boundary crossing”, and“boundary integration”, leading to the construction of a “three-dimensional and three-level”framework for boundary work. On this basis, the study proposes a three-stage transition path for traditional geography teachers to become“boundary teachers”—namely,“recognizing boundaries, implementing strategies, and promoting synergy”—aiming to provide a theoretical reference and practical guidance for geography teachers under the orientation of powerful knowledge to conduct interdisciplinary teaching in complex educational contexts.