Study tours serve as a vital bridge linking geographical disciplinary knowledge with the real world. Task-driven assignments, as a core carrier integrating practical learning, problem-solving, and the cultivation of key competences, directly determine the educational eff ectiveness of study tours. Taking the Yangtze River Basin study tour jointly conducted by middle school students from Shanghai and France as a case, this study explores the design principles, implementation paths, and support mechanisms of task-driven assignments in geographical study tour scenarios. It elaborates on the multi-site, multitheme, and multi-level task design strategies, offering a paradigm for reference for the design of geographical study tour assignments oriented toward key competences.