Based on the theory of cognitive conflict, this paper constructs a framework for the experimental teaching design of high school geography and takes“simulating the heating process of the atmosphere”as an example for discussion. This framework triggers students’cognitive imbalance by creating contradictory situations between life experiences and geographical phenomena, and then guides students to explore the contradictions of cognitive imbalance in experiments with controlled variables, achieving cognitive reconstruction through logical reasoning. Meanwhile, teaching relies on real geographical scenarios to deepen students’cognitive understanding, cultivate their geographical practical ability and scientific thinking, and provide ideas for geographical experimental teaching.