通过问题链达成能力进阶的教学案例设计，可推进地理学科核心素养在中学地理课堂的有效落实。基于已有教学案例，本文总结分析出三类问题链模式：一是基于知识内容、地理情境或教学阶段设计的针对性强但关联性弱的多条问题链模式；二是基于章节教学设计的具有难度递进和前后关联但设计难度大的单条问题链模式；三是基于教学内容且遵从总分理念设计的主干问题-子问题的双层问题链模式。以高中地理必修一《地球上的大气》为例，在完成教学案例、教学内容和教学目标分析的基础上，针对《大气的组成与垂直分层》《大气受热过程》《大气热力环流》三部分内容创设了三个独立的地理情境，采用主干问题-子问题的双层问题链模式，在三部分内容中“一境到底”，分别设计主干问题链2、2、2个，设计子问题链及进阶问题11、8、9个，并针对问题说明对应的知识点，通过问题链串联了地理知识框架，同时实现学生能力水平的进阶。

The teaching case design of ability advancement through the problem chain can promote the effective implementation of the core literacy of geography in the middle school geography classroom. Based on the analysis of existing teaching cases, this paper summarizes three types of problem chain models: one is a well-targeted but weakly related multi-problem chain model designed based on knowledge content, geographical context or teaching stage; The second is the single problem chain mode with difficult progression and correlation but difficult design based on chapter teaching; The third is the two-tier problem chain model of backbone problem-sub-problem designed based on teaching content and following the concept of total score. Taking the compulsory high school geography course "The Atmosphere on Earth" as an example, on the basis of completing the teaching case, teaching content and teaching goal analysis, three independent geographical scenarios were created for the three parts of "Composition and Vertical Stratification of the Atmosphere", "Atmospheric Heating Process" and "Atmospheric Thermodynamic Circulation", using the two-layer problem chain model of trunk problem-sub-problem, and "one situation to the end" in the three parts of the content, respectively designing the main problem chain 2, 2 and 2, designing the sub-problem chain and advanced problems 11, 8 and 9. In view of the corresponding knowledge points explained by the problem, the geographical knowledge framework is connected through the question chain, and the students' ability level is advanced at the same time.