In response to the issues of the disconnection between “tourism” and “learning” and the weakening of disciplinary thinking in study travel, this paper, guided by the geographical concept of “using the present to explain the past,” integrates specific study carriers to construct and implement a progressive study activity design model with the internal logic of “evidence—process—space-time.” This model employs a structured task chain to guide students in acquiring geographical evidence, inferring geographical processes, and reconstructing historical geographical contexts within authentic situations. The practical results indicate that this study design helps promote the collaborative development of students' core geographical literacy and facilitates the transition of study activities from experiential to inquiry-based. This model which emphasizes geographical epistemic methods, possesses strong operability and transferability, offering a reference for the design and implementation of high school geography study activities in diff erent regions.