As the first translated work to systematically introduce Western geology in the late Qing Dynasty, Elementary Exposition of Geology stands not only as a milestone in the transformation of modern Chinese geological knowledge, but also as a critical origin of the history of geography education in China. Breaking through the traditional research frameworks of the history of science and translation studies, this paper re-examines the scientifi c and technological thoughts and educational value of this translated work from the perspective of the history of geography as a discipline.The study fi nds that through gradualist narration, evidence chain construction and interdisciplinary integration, Elementary Exposition of Geology initially established the content organization logic of modern geography textbooks: progressing from phenomena to mechanisms, and from partial components to systematic wholes. Its knowledge localization strategy and uniformitarian reasoning method (the present is the key to the past) have provided an early paradigm for situational creation and geographical practice.Facing the contemporary geography curriculum reform, this paper extracts historical enlightenment from three dimensions: textbook compilation logic, classroom teaching transformation, and teachers' professional development. First, textbook construction should strengthen the leading role of big ideas and the design of cognitive ladders. Second, classroom practice should cultivate Geographical Key Competences through evidence-based reasoning and cross-scale thinking. Third, teacher development should enhance curriculum transformation capacity and historical and cultural consciousness. The scientifi c and technological thoughts embodied in Elementary Exposition of Geology are not only a carrier of scientifi c enlightenment in the late Qing Dynasty, but also provide referable historical and practical wisdom for contemporary geography education.