Plant succession lies at the intersection of geography and biology. Nevertheless, current teaching predominantly focuses on the interpretation of ecological mechanisms, while insuffi cient attention is paid to the constraints and feedback of geographical environments. From a geographical perspective, this paper reconstructs the teaching content of plant succession, emphasizing that plant succession is a synergistic process of“environmental driving and biological feedback”. It systematically analyzes the controlling effects of geographical factors on the starting point, rate, direction and climax community type of succession, and discusses the feedback mechanisms of vegetation on local environments as well as their zonal differentiation rules. Based on the analysis of recent college entrance examination questions, this paper proposes that plant succession teaching should guide students to shift from static memorization of types to understanding dynamic processes. A comprehensive analytical framework of “climatic background—habitat conditions—vegetation response” should be constructed to strengthen students’ spatiotemporal integration thinking and geographical systematic reasoning competence. This paper provides references for interdisciplinary teaching and the cultivation of core competencies.