In the context of the deep integration of "artifi cial intelligence + education", this study, from the perspective of geography as a discipline, conducted in-depth interviews with 21 frontline geography teachers and systematically explored the multiple patterns of geography teachers' AI anxiety using grounded theory. A connotation model of geography teachers' AI anxiety was constructed. The model comprises two layers of anxiety—explicit anxiety and implicit anxiety—which encompass six main categories: technology integration anxiety, management and evaluation anxiety, disciplinary professional anxiety, practice substitution anxiety, professional development anxiety, and ethics and identity anxiety. This study aims to provide targeted support for enhancing geography teachers' AI literacy in education and promoting their professional development.