To further implement the innovation requirements in examination evaluation, this study employs the Toulmin Argumentation Model to analyze the internal argumentation structure of geography contextualized test items. Combined with the characteristics of test items and research objectives, this study conducts a targeted reconstruction of the Toulmin Argumentation Model centered on the reinterpretation of its core elements, and summarizes the basic argumentation structure of geography contextualized test items. On this basis, from the two dimensions of element-based innovation and structurebased innovation, this paper proposes specific implementation paths for innovation, including enriching information organization methods, promoting the learning and invocation of warrants, enhancing the openness of conclusions, orienting assessment to backing elements, introducing rebuttal elements, and focusing on the data generation process. This research aims to provide references for middle school geography teaching and proposition practice.