Against the backdrop of prevalent practical dilemmas in modern senior high school geography situational teaching, such as "subject disengagement, transfer ineffi ciency and empty literacy cultivation", this paper propose a student-centered "SIDO Geographic Teaching Paradigm". The paradigm constructs a cyclic practical path of "Scrutinize—Interrogate— Decipher—Orchestrate", emphasizing students' active discovery, in-depth inquiry, and transfer application in embodied and disembodied contexts. Taking the "geographical signifi cance of Earth motions" as an example, this paper focuse on the embodied context of "optimization of campus charging piles layout" and systematically elaborates on the operation process of the SIDO paradigm.