In the context of the new era, fostering patriotic sentiments has become one of the core objectives of high school geography education. Building upon an analysis of the connotations of patriotic sentiments from a geographical perspective, this paper introduces cognitive confl ict theory to propose a four-stage pathway for cultivating such sentiments in high school geography: creating scenarios, setting confl icts, collaborative inquiry, practical sublimation. Taking the“straw burning ban policy”as a case, the teaching objective of patriotism and family sentiment was designed. In the teaching process, four paths were adopted to cultivate students' patriotism and family sentiment: creating situations and triggering simple emotions through perceptual cognition; Set up confl icts and understand the emotional contradictions from the perspective of farmers; Collaborative exploration generates rational recognition of national development; Through practice and refi nement, internalize the sense of responsibility and commitment towards the country and the family.