Addressing the lack of argumentative thinking among students and the scarcity of instructional tools for teachers in the“Problem-Based Research”section of high school geography, this paper introduces the Toulmin Model to reconstruct argumentative thinking. By analyzing the content of the textbook section, this paper has deconstructed a three-stage progression of argumentative thinking: descriptive, explanatory, and evaluative/decision-making arguments. Correspondingly, this paper has designed three types of progressive instructional scaff olds—element checklists, logical chains, and multidimensional evaluation rubrics—aimed at explicitly cultivating argumentative thinking and providing an actionable practical pathway for developing students’higher-order thinking skills.