《普通高中地理课程标准（2017年版）》指出人地协调观、综合思维、区域认知和地理实践力组成地理学科核心素养。地理学具有综合性、区域性等特点，学好地理学，对于解决当代人口、资源、环境、发展问题具有重要作用。在现实教学中，庞杂的地理学知识成为学生学习的难题。情境教学是把知识还原到它本来的情境中去。通过情境教学在实践中培养学生的核心素养成为近年来地理教学研讨的重要课题。新课程标准依据不同的情境将学科核心素养划分成不同的水平，分水平进行教学对地理教师来说是一个全新的方式。 本论文以安徽省六安一中东校区为例，通过问卷、访谈等形式了解学校地理情境教学现状，调查中发现学校的地理情境教学存在一系列问题。如学生对地理学习的兴趣不够浓厚、班级课堂氛围不够活跃、教师对情境教学认识有待加强、教师设计情境教学质量不高、地理情境教学开展存在困难等问题。研究者结合学校情境教学现状和相关文献从学校、教师、学生层面提出地理情境教学的对策。学校应该组织有关情境教学的培训，搭建情境资源共享平台；教师应加强情境教学学习，多途径设计合适的情境教学、营造和谐教学氛围；学生应学会在课堂上合作交流，积极参与融入情境。从地理情境教学现状出发，基于核心素养研究者设计和实施地理情境教学，并通过问卷、测试对实验班进行前后测。 实践证明，目前学生对地理学科的兴趣和认识有待提升；地理教师对情境教学的认识要加强；地理情境教学的质量要提高，开展存在一些困难；分水平设计和实施地理情境教学后地理情境教学改变了学生学习地理的态度和效果，学生学习地理更加积极主动，学生的地理学习兴趣、学习效果、应用能力都得到提升。地理情境教学为教师备课提供思路、提升教师驾驭课堂的能力，促进教师知识的更新和补充使教师不断成长；地理情境教学使师生关系更融洽，师生间互动性增强，地理课堂更加生动丰富；实施地理情境教学有助于地理核心素养的养成；虽然全面开展地理情境教学还存在一些困难，但是地理情境教学能够有利于培养学生的核心素养，对教师教学、学生学习、师生关系都有很好的促进作用，开展地理情境教学是必要的、可行的。

General High School Geography Curriculum Standard (2017 edition) clearly points out that the core literacy of geography subject mainly covers the coordination view with integration of human and geography, synthetic thinking, regional cognition and geographical practice. Geography has the characteristics of comprehensiveness and regionality. Learning geography well plays a significant role in solving a series of problems including current population, resources, environment and development. During the actual teaching, the complicated geographical knowledge becomes the difficult problem for students. While the situational teaching could restore the knowledge to its original situation. In recent years, it has become an important topic for geography teaching research to cultivate students' core literacy through situational teaching in practice. And the new released curriculum standard divides the discipline core literacy into different levels according to different situations, based on this, aiming at different levels to perform teaching is a brand-new way for geography teachers. The paper, taking east campus of Anhui Lu'an first middle school as the example, studied the present situation of school geography situational teaching by means of questionnaires and interviews. And then it was found that there were a series of issues existing in school geography situational teaching, such as lack of interest in geography learning, lack of activity for classroom atmosphere, insufficient teachers' understanding on situational teaching, low quality of situational teaching designed by teachers, and difficulties in carrying out situational teaching. The writer, based on the present situation of school situational teaching and related documents, proposed corresponding countermeasures for geography situational teaching from the perspectives of school, teacher and student, for example, school should organize training on situational teaching and build a situational resources sharing platform; Teachers should strengthen the learning against situational teaching, design the proper situational teaching in multiple approaches and build harmonious teaching atmosphere; Students should try to realize cooperation and exchange in class and actively engage in different situations. Finally, on the basis of the present situation of geography situational teaching and core literacy, the writer designed and carried out the geography situational teaching, and performed a pre-post test on experimental class through the questionnaire test. Practice has proven that students' interest and understanding on geography need to be improved, teachers need to strengthen their understanding on geography situational teaching, current geography situational teaching quality needs to be improved, some difficulties indeed involve in the geography situational teaching, and the geography situational teaching has changed the students’ study attitude and learning effect on geography after designing and implementing geography situational teaching at different levels, as a result, students are more active in learning geography, and their geography learning interest, learning effect and application ability are further improved. On top of that, geography situational teaching not only provides teachers with ideas for lesson preparation, enhances the ability of teachers to control the classroom, and promotes the renewal and supplement of teachers' knowledge and allows teachers to develop continuously, but also realize a more harmonious teacher-student relationship and more interaction between teachers and students, as well as the more vivid and active geography class. Based on above, the implementation of geography situational teaching is conducive to the cultivation of geographical core literacy. Although there are still some difficulties in fully carrying out geography situational teaching, it is necessary and feasible to implement geography situational teaching because such teaching mode could help cultivate students' core literacy and play a good role in promoting teachers' teaching, students' learning and teacher-student relationship.