Eff ectively developing students’geographical practical skills through classroom teaching has become a signifi cant focus in contemporary geography education research. However, current geography instruction still faces a lack of emphasis on practical skills, a disconnection between scenario and practice, and a lack of engaging learning activities, all of which severely restrict the educational effi cacy of the classroom. Drawing on teaching cases, this paper proposes a participatory instructional model termed the“Scenario–Inquiry–Task–Outcome”model.This model addresses the challenge of fostering practical skills by creating interactive scenarios, designing layered inquiry chains, incorporating open-ended practical tasks, encouraging diverse learning outcomes, and establishing an iterative, closed-loop instructional pathway.To further enhance the educational function of the classroom, teachers should strengthen material selection and instructional preparation. This process involves enhancing the application of geographic tools,integrating the values of the discipline, fostering emotional resonance in scenario-based teaching, and motivating students’intrinsic drive to engage in geographical practice.