Addressing the practical dilemma in junior high school geography experimental teaching, which tends to “emphasize operation over thinking,”this paper clarifies the generative logic of scientific thinking in the discipline based on the Geography Curriculum Standards for Compulsory Education (2022 Edition). It constructs a“four-stage, sixstep”teaching model characterized by the mutual integration of“action”and“thinking,”and applies it to experimental teaching using“Observing the Sundial”as a case study. This model eff ectively drives students through a closed-loop inquiry process from“perceptual observation to rational modeling.”It achieves the synergistic cultivation of geographic practice competence and scientifi c thinking, thereby providing a practical paradigm for the implementation of core competencies.