高中地理教学应积极响应改革浪潮，着眼于提高学生地理核心素养。地理实践力作为地理核心素养的重要组成，重视学生地理实践力的发展，是素质教育坚持以能力为重这一发展方向在地理学科上的具体体现，这不仅符合面向学生终身发展的世界教育改革趋势，更响应了我国在日益激烈的国际竞争中应对挑战的迫切要求。新时代地理教育中，教师应创新优化地理实践力培养方法，将地理信息技术合理引入地理教学，优选真实情景融入课堂，挖掘各类教学资源，实现学生地理实践力的有效提升。

为创新地理实践力培养途径，针对现有研究存在对单一类遥感影像在地理实践力培养方面的研究不足的问题，本文将以多时相遥感影像引入高中地理灾害教学，以提升学生地理实践力为研究主题。首先采用问卷调查法证实将多时相遥感影像引入中学地理教学具有可行性与必要性。在此基础之上，对多时相遥感影像与地理实践力各要素进行映射分析，并采用案例分析法，以自然灾害教学为例，分析多时相遥感影像在中学地理教学中的可实施性。最后总结升华研究结果，构建地理实践力培养途径，为中学地理教师进行教学实践提供有效参考。

High school geography teaching actively responds to the wave of reform, focuses on improving students' geography core literacy, and attaches importance to the development of students' geography practical power is the concrete embodiment of the development direction of quality education insisting on ability-oriented in the subject of geography, which not only conforms to the world education reform trend oriented to students' lifelong development, but also responds to the urgent requirement of the country to cope with challenges in the increasingly fierce international competition. In the new era of geography education, teachers should innovate and optimize the cultivation methods of geography practical ability, reasonably introduce geographic information technology into geography teaching, optimize the real situation into the classroom, explore various teaching resources, and realize the effective improvement of students' geography practical ability.

In order to innovate the way to cultivate geography practice, and to address the existing research problems of insufficient research on single type of remote sensing images in cultivating geography practice, this paper will introduce multi-temporal remote sensing images into high school geography disaster teaching to enhance students' geography practice as the research theme. Firstly, the feasibility and necessity of introducing multi-temporal remote sensing images into geography teaching in high school is confirmed by using questionnaire survey method. On this basis, I analyze the mapping between multi-temporal remote sensing imagery and various elements of geography practical power, and use the case study method to analyze the implement ability of multi-temporal remote sensing imagery in secondary school geography teaching by taking natural disaster teaching as an example. Finally, the research results are summarized and sublimated to construct a way to cultivate geographic practicability, which provides effective reference for secondary school geography teachers to carry out teaching practice.