Geographic experiment teaching serves as a crucial means of cultivating scientifi c thinking. Teachers can develop instruction from perspectives such as “scientific inquiry, quantitative analysis, and systematic integration” while also engaging in thoughtful planning regarding experiment themes, equipment, design, procedures, data, and outcomes. In the unit “Understanding Fluvial Landforms,” this study employs authentic scenarios as a foundation, guides students through the process of scientific inquiry, utilizes geographic information technology as a tool, and emphasizes student-led experiment design, enabling students to conduct quantitative experiments and promote application, thereby fostering students' scientifi c thinking.