This study focuses on enhancing the educational values of Geography experimental teaching in senior high schools. Taking the experimental teaching of "Characteristics of Physical Environment" (Section 1, Chapter 5) from the PEP edition of Optional Compulsory Module 1: Foundation of Physical Geography as a case study, this paper analyzes the coupling mechanism between the Geography Experimental Curriculum and Scientific Literacy. The two form an organic whole through the alignment of objectives, embedding of processes, and linkage of assessments. The Geography Experimental Curriculum provides a practical vehicle for cultivating Scientifi c Literacy, while Scientifi c Literacy guides the optimization of the experimental curriculum. Using the "Carbon Cycle" thematic series of experiments as an example, the paper presents concrete implementation pathways, off ering practical references for integrating Scientifi c Literacy cultivation into Geography experimental teaching.