Realizing of the educational value of geography requires teachers to deeply analyze knowledge frameworks, clarify educational objectives, and organically integrate diverse teaching methods. This paper fi rst examines the knowledge framework of “soil” section in high school education, its significance in educational value, and corresponding teaching strategies. Subsequently, using the “Soil” section from the compulsory course Geography 1 as a case study, it employs problem-based teaching, authentic scenario creation, and geographic observation and experimentation methods for instructional design and implementation. Guided by the principle of teaching-learning-assessment consistency, this approach aims to provide practical insights for frontline educators.