This study adopted a combined approach of literature analysis and qualitative interviews to systematically sort out large-scale empirical data from multiple provinces in the east, central and western regions of China, and conducted in-depth interviews with 20 front-line geography teachers, to systematically grasp the overall level of comprehensive geographical thinking among high school students in China. The research fi nds that the current comprehensive geographical thinking of high school students is generally at a medium to lower level, rising with the increase of grade, and showing regional and inter-school diff erences. Students have initially acquired the ability of element identifi cation and intra-regional analysis, but they still have obvious shortcomings in the logic of element synthesis, awareness of spatio-temporal scales, cross-regional connections, and autonomous transfer and application. Suggestions are put forward from the dimensions of classroom teaching, case design and teacher development: In classroom teaching, students should be guided to enhance the ability of element connection and spatio-temporal comprehensive thinking by constructing a structured knowledge system and strengthening the training of scale thinking. In terms of case design, cross-regional comparisons and real complex scenarios should be created to promote students' thinking transfer and application. In terms of teacher development, it is necessary to enhance teachers’awareness of thinking in teaching and their professional capabilities through specialized teaching research and teaching refl ection.