Geographical information mapping practice is a digital activity guided by disciplinary practice. It centers on essential geographical knowledge, key abilities, and geographical thoughts, fostering students’core geographical competencies through mutual promotion, bidirectional adjustment, and reciprocal construction. To implement this in frontline teaching, it is necessary to master the basic mapping process through“teacher guidance,”drive learning progression via“geographical problem chains,”deepen effective map analysis through“element correlation,”and build a learning community via“group collaboration.”Teachers should transition from knowledge transmitters to designers of practical activities, enabling students to shift from passive recipients to active participants.