Field investigation integrates theoretical knowledge with real-world contexts, transforming abstract concepts, complex interrelationships among elements, and long geological epochs into perceptible spatial entities, which is of great significance for students’ in-depth understanding of geographical environment evolution. Taking the geological and geomorphological study trip of the Guiyang syncline as an example, this paper constructs a progressive cognitive ladder of “basic perception—feature description—process analysis—spatiotemporal reconstruction—comprehensive interpretation.” Through the teaching implementation process, it guides students to gradually explore the evolution process of the geographical environment, cultivates their scientific worldview, scientific thinking, and practical abilities, and achieves the teaching objectives of fostering geographical key competences.