Process-based geographical knowledge constitutes the core knowledge category within the senior high school geography curriculum, which fosters dynamic thinking, causal reasoning and comprehensive analysis capabilities. Focusing on the laws governing the occurrence, development, evolution and circulation of geographical objects and phenomena over the temporal dimension, it serves as a vital link connecting geographical spatial patterns, formation mechanisms and geographical impacts. On the theoretical basis of defi ning and classifying process-based geographical knowledge, this paper takes authentic geography test papers of the Tianjin College Entrance Examination from 2015 to 2025 as research data. It systematically elaborates the connotations and characteristics of four major categories: geographical cyclic processes, geographical evolutionary processes, geographical diffusion processes and geographical fluctuating processes. This study constructs analytical frameworks for process-oriented questions of diff erent types, and summarizes learning strategies, answer formulation standards and thinking approaches applicable to senior high school geography instruction and examination preparation. The research intends to provide theoretical references for the teaching of process-based geographical knowledge in senior high schools and promote the development of students’core geographical literacies, including holistic thinking, regional cognition and logical reasoning abilities.