Structured teaching is currently a focal point in pedagogical research. Guided by the theory of learning progressions and grounded in the characteristics of geography as a discipline and authentic classroom teaching scenarios, this paper constructs a structured geography teaching pathway termed "Input—Connection—Incubation—Sublimation." By designing progressively challenging cognitive tasks, students are guided to achieve a cognitive leap—from fragmented knowledge to logical connections, and from the condensation of disciplinary concepts to the enhancement of philosophical thinking— during their study of the theme "Comprehensive Management of Ecologically Vulnerable Areas." This exploration provides an operable practical framework to address the challenges of knowledge fragmentation and superfi cial thinking in geography education, thereby systematically fostering students' core geographic competencies.