Individuals’emotional attachment to the family-country community, rooted in“topophilia”, originates from “place ballet”and often remains in a tacit state.“Separation”can trigger reflection and reconstruction, prompting this sense of belonging to shift from“natural attachment”to“conscious identification”. The key to cultivating familycountry sentiment in geography teaching lies in guiding students through a complete process of“simulated separation– re-embedding”via carefully designed situations and tasks. This process requires grounding in hometown attachment to understand national conditions, and comprehensively employing strategies such as“creating cognitive distance”, “establishing liminal situations”,“simulating culture shock”, and“guiding responsible action”to guide students to develop a rational and profound family-country identifi cation based on their sense of place.