Focusing on the “Vegetation” unit in Geography 1, this paper challenges the constraints of conventional lessonbased teaching. It reconstructs an operational approach to curriculum structuring through four dimensions: core concept integration, cognitive progression design, interdisciplinary practice, and assessment convergence. The fi ndings reveal that the crux of structured teaching lies in leveraging core concepts to dismantle knowledge silos, deploying hierarchical tasks to foster deep learning, and driving transferable application through authentic problem-solving. Crucially, embedding performance assessment throughout this process is indispensable. By establishing a learning chain “holistic perception—elemental deconstruction—synthetic regression”, this design effectively scaffolds students in constructing transferable geographic cognitive structures within authentic contexts.