The concept of geographical models is the concrete expression and explanation of scientific concepts. The formation of geographical model concepts by high school students enables them to utilize eff ectively simplifi ed geographical models to reveal geographical systems and processes, which holds signifi cant cognitive value for their thinking development. Through analysis, it is found that the relationship between geographical model concepts and high school geography curriculum is closely linked. The geographical model concept specifi cally includes three core dimensions: construction, adjustment, and application. Based on the above content, the following strategies should be grasped in specifi c teaching: First, according to the reasons for the simplifi cation of geographical models, guide students to clarify the geographical prototype and model; second, pay attention to the preconditions of geographical models, guide students to select and adjust geographical models; third, rely on dynamic problem exploration, guide students to verify the applicable conditions of geographical models.