野外考察不仅是地理科学研究的重要组成部分，也是中学生地理核心素养培养的重要途径。自从《高中地理课程标准（2017年版）》颁布实施以来，野外实践活动备受重视，但由于野外考察教学方法研究不足而普遍存在“游”重“学”轻的问题。本文结合校本课程——“从自然地理视角认识黔灵山”高中地理研究性学习，针对地理实践活动中教学组织方式、教师指导步骤、学生学习方法等操作层面的问题展开研究，探求适合高中自然地理野外考察的教学方法，主要研究工作及结果如下。

通过设计2轮16次野外研学活动，尝试了三种不同的教学组织方式，分析、比较了其特点与适用性。第一轮教学研究发现，教师讲授法能确保教学内容与考察对象准确对应，高效印证理论知识，但学生的学习活动有依赖性；指导自学法更有利于训练学生的探究意识和实践能力，但对学生的学习动力有较高要求；师生讨论法在地理实践能力训练效果方面具有明显的优势，但耗时较多。第二轮采用的“师生讨论法－教师讲授法－指导自学法”组合模式，更有助于学生主动地建构地理知识，规范地掌握地理实践技能，深入地开展地理研学活动。

在教学实践中，通过观察、记录各小组野外考察实施过程发现，地理观察和综合分析是野外考察学习过程中最关键的认知方法与思维逻辑。尺度关系和特征比较是地理观察的核心逻辑，要素综合、时空综合、区域综合则是综合分析、有效解决地理问题的三个维度。因此，野外考察要以帮助学生掌握上述认知方法和思维逻辑，综合感知自然环境为教学目标。

通过多次野外考察教学实践，作者归纳出了野外定向定位、地理观察（岩石、地貌、土壤、植被）的指导方法与教学建议，可为一线教师组织自然地理野外教学提供参考。高中自然地理野外考察教学需要根据不同的教学内容与要求选择恰当的组织方式，注重培养学生的地理观察和综合分析能力，给予学生足够自主的学习空间，才能保证野外实践教学实效的有效提升。在养成地理实践力的同时，也要追求师生、生生、人与自然的真正对话，形成良好的学习互动结构。

Fieldwork is not only a significant component of geographical research, but also an important way to cultivate the key competences of geography for high school students. Field practical activities have been paid much attention since the General High School Geography Curriculum Standard (2017 Edition) was enacted and implemented. However, due to the deficiency of appropriate teaching approaches to fieldwork, the problem of much more tour but less study is frequently happened in study tours. Based on an inquiry learning curriculum, “Knowing the Qianling Mountain from the Perspectives of Physical Geography”, in senior high school, the author conducted research on those operational issues of “how to organize, how to guide, and how to learn” in geography fieldwork in order to search for applicable teaching approaches for the physical geography fieldwork of senior high school students. The main research work and results of this paper are summarized as follows.

In two rounds of 16 field activities of inquiry learning, different teaching approaches have been practiced and their characteristics and applicability were analyzed and compared. In the first round, it was found that the Teacher Lecturing Approach can ensure the teaching contents and the objects of investigation correspond accurately and confirm the theoretical knowledge effectively in the field, but the students rely more on the teachers in the learning activities. The Guided Self-Learning Approach is more helpful to train students' inquiry consciousness and practical skills, while the individual motivation of students is highly required. The Discussion Approach with Teacher Participation has obvious advantages in training geographic practical skills, but is more time consuming in this study. In the second round, the result shows that the combination mode of teaching, in the order of Discussion Approach with Teacher Participation, Teacher Lecturing Approach, and Guided Self-Learning Approach, is more helpful for the students to construct fresh geographical knowledge proactively, to master geographic practical skills canonically, and to carry out inquiry learning of geography deeply.

By observing and recording the processes of each group's field investigation in teaching practices, the geographical observation and the comprehensive analysis are confirmed to be the most important cognitive methods and thinking logic of field studies. Understanding scale levels and comparing features are the key logic of geographical observation. Further more, the factor synthesis, the space-time synthesis, and the regional synthesis are the three dimensions of comprehensive analysis to solve geographic problems effectively. Therefore, the objective of field activities is to help students to perceive the natural environment in an integrated way by learning and using those cognitive methods and thinking logic.

Based on several practices of fieldwork teaching, the instructional methods and teaching suggestions are summarized concerning field orientation and geographical observation of rocks, landforms, soils, vegetations and so on, which can provide a reference for teachers to organize the fieldwork of physical geography in teaching senior high school students. The appropriate conducting approaches should be chosen according to different teaching contents and objectives of the field study of physical geography in senior high school. To ensure the prominent improvement of field practice teaching, more attention should be paid to cultivate students' ability of geographical observation and comprehensive analysis, and to instruct students to learn with more autonomy. Meanwhile, it should be valued to strive the real dialogue between teachers and students, amongst students, and even human with nature, to form a good interactive structure of learning.