在全球可持续发展挑战与我国生态文明建设的时代背景下，可持续发展教育已成为推动社会变革、培养未来公民核心素养的关键教育理念，在中学教育阶段系统性地融入可持续发展教育尤为迫切。地理学的学科内核、思维认知工具和探究式教学，与可持续发展教育的变革性学习范式及能力目标之间存在结构性关联，理应成为中学落实可持续发展教育的主阵地。本文在系统论证二者关联的内在逻辑的基础上，结合中学地理学科相关教学内容，给出了在中学地理教学中融入可持续发展教育的几点教学建议：重塑课堂生态，拓展地理可持续发展教育空间；变革教学方法，推进以学生为中心的地理探究；强化综合培养，构建地理职前教师的可持续发展教育能力。

Against the backdrop of growing global sustainable development challenges and China’s ongoing efforts to advance ecological civilization, education for sustainable development (ESD) has become a pivotal educational philosophy for promoting social transformation and cultivating the core competencies required of future citizens. Its systematic integration into secondary education is therefore particularly urgent. There exists a structural alignment between geography and ESD in terms of disciplinary essence, cognitive tools for geographical thinking, and inquiry-based pedagogy, as well as the transformative learning paradigm and competency goals advocated by ESD. Geography should thus serve as a principal arena for implementing ESD at the secondary level. On the basis of a systematic examination of the internal logic linking the two, and in connection with relevant teaching content in secondary geography, this paper proposes several strategies for integrating ESD into geography teaching: reshaping the classroom ecology to expand the space for geography-based sustainable development education, transforming teaching methods to promote student-centered geographical inquiry, and strengthening comprehensive preparation to build pre-service geography teachers’ capacities for ESD.