In response to the problems of "disconnection between knowledge and action" and "fragmentation of quality cultivation" in current geographical teaching, a teaching model driven by socio-scientific issues (SSI) as the contextual carrier is proposed to promote the transformation of the teaching paradigm towards a decision-oriented approach. This article explains the threefold value of SSI-driven geographical decision-making teaching: returning to the disciplinary essence of geography of "practical application", integrating and cultivating geographical key competences, and cultivating the decisionmaking ability of outstanding citizens. On this basis, a three-dimensional integrated framework of "geographical development direction-scientifi c practice paradigm-common core ideas and goals" is constructed, clarifying the disciplinary evolution logic of "knowledge-science-decision" and the progressive relationship of the scientifi c practice paradigm of "scientifi c explanation - scientifi c argumentation - scientifi c decision", and then proposing the "cognition-argumentation-decision-action" teaching implementation pathways, providing theoretical support and practical paradigm for geographical decision-making teaching under SSI.