新一轮核心素养项目在我国和国际不断推进，同时引领着课程改革的进一步深入，为了能够更好地找准未来教育的方向，构建更好的教育体系，经济合作与发展组织于2015年展开了“OECD教育2030：教育和技能的未来项目”，旨在将课程内容与标准对齐，及时分析本国现行的各学科课程，以便能够更有效地设计课程，建立一个面向未来的学习框架。本研究基于OECD总项目下的“CCM”子项目，旨在研究我国义务教育地理课程标准（2022年版）的内容图谱，探究其能力框架和内容体系，并与我国义务教育地理课程标准（2011年版）的内容图谱进行对比研究。内容图谱是一种特殊的研究范式，需要专家依据能力框架和内容体系，采集各学科重要文本的源信息，结合各自学科的特点判断其对应情况，继而绘制热图，评价现行学科能力框架和内容体系的优缺点并形成报告。本研究通过提取OECD全学科能力框架的核心特征，将其与所选择的重要文本进行对比，判断文本内容与OECD能力框架是否对应，本研究使用的主要文本有：《义务教育地理课程标准(2011年版)》、《义务教育地理课程标准(2011年版)解读》、《义务教育地理课程标准(2022年版)》、《义务教育地理课程标准(2022年版)解读》，对文本信息进行编码，统计采集到信息的赋分情况和出现频次，绘制我国2022年版义务教育地理课标课程图谱和2011年版义务教育地理课标课程图谱，从而讨论我国现有义务教育地理课程的能力框架和内容体系。通过对源数据的处理我们可以得知以下结论：1、无论是2011年版还是2022年版义务教育地理课标，我国义务教育地理课程人文地理（HGE）和地球科学（NSE）两大学习板块的OECD学科能力框架都呈现出两级分化，能力指标的赋分情况和出现频次呈现明显的正相关关系，地位高且强调多或地位低且强调少的能力指标占比较多。2、2022年版义务教育阶段地理教育较2011年版更重视读写能力、学生主体、共同体、解决问题和学会学习等能力指标，比较忽视ICT 素养和数字素养、计算思维/编程/编码、财经素养、媒介素养等能力指标，体育健康素养地位提升较大，基本体现地理学科跨学科性、综合性、实践性和地域性的特点，也重点强调了学科知识的实践性应用，促进学生跨学科思维和综合能力的培养并提倡个性化学习和开放性教学方法的运用。3、我国义务教育地理课程标准基本可以较好地对应OECD内容框架及其能力指标，重视爱国主义教育、全球可持续发展、体育健康能力的培养和尊重自然的生态观念；但跨学科的内容比较少，和数字资源的结合不够紧密。通过本研究，希望对未来我国义务教育地理课程的改革有一定的指导作用，真正做到多学科融合、地理知识与实际生活问题相结合、现下学习与未来发展相结合，对学生进行全面的素养培养，也对 OECD 的教育 2030 项目起到落实和优化的作用。

A new round of core literacy programmes is being promoted in China and internationally, leading to further curriculum reforms, and in order to better identify the future direction of education and build a better education system, The Organisation for Economic Co-operation and Development (OECD) has published OECD Education 2030：The Future of Education and Skills Project" in 2015, with the aim of aligning curriculum content with standards and analysing current curricula in a timely manner so that they can be more effectively designed to build a framework for future learning. The aim is to align curriculum content with standards and to analyse the country's current curricula across disciplines in a timely manner, so that they can be designed more effectively to create a future-proof learning framework. This study is based on the "CCM" sub-project under the OECD umbrella project, which aims to study the content mapping of China's Compulsory Geography Curriculum Standard (2022 edition), to explore its competency framework and content system, and to compare it with the content mapping of China's Compulsory Geography Curriculum Standard (2011 edition). Content mapping is a special research paradigm that requires experts to collect the source information of important texts in each discipline based on the competency framework and content system, judge their correspondences in light of the characteristics of their respective disciplines, and then draw heat maps to evaluate the strengths and weaknesses of the current disciplinary competency frameworks and content systems and form a report. This study assesses whether the content of the texts is consistent with the OECD Competency Framework by extracting key features of the OECD Competency Framework and comparing them with selected key texts.The study extracted the main features of the OECD cross-curricular competency framework and compared them with selected key texts to determine whether the content of the texts is in line with the OECD competency framework. The following key texts were used in this study: the Compulsory Curriculum Standard Geography (2011 edition), Interpretation of the Compulsory Curriculum Standard Geography (2011 edition), Compulsory Curriculum Standard Geography (2022 edition), Interpretation of the Compulsory Curriculum Standard Geography (2022 edition) coded as text information. (2022 edition), and 'Interpretation of the Compulsory Curriculum Standard Geography (2022 edition)' were coded as textual information，and the assignment and frequency of occurrence of the collected information are counted to draw the curriculum mapping of China's 2022 Edition of Compulsory Education Geography Standard and the 2011 Edition of Compulsory Education Geography Standard, so that we can discuss the competency framework and the content system of China's existing Compulsory Education Geography Curriculum. Through the processing of the source data, we can learn the following conclusions: 1. Whether it is the 2011 version or the 2022 version of the compulsory education geography standard, the OECD competency frameworks for the two major learning segments of human geography (HGE) and earth sciences (NSE) in China's compulsory geography curriculum show a bifurcation, and the scores of the competency indexes and the frequency of their appearances show a clear positive correlation, with high status and more emphasis or low status and more emphasis, or low status and more emphasis, and the content system of the existing compulsory education geography curriculum. 2.The 2022 version of China's compulsory geography education places more emphasis on literacy, student body, community, problem solving and learning to learn than the 2011 version, and neglects ICT literacy and digital literacy, computational thinking/programming/coding, financial literacy, media literacy and other competency indicators, while the status of physical education and health literacy has increased, basically reflecting the importance of geography. The status of physical education and health literacy has been upgraded considerably, basically reflecting the interdisciplinary, comprehensive, practical and regional characteristics of geography, as well as emphasising the practical application of disciplinary knowledge, promoting the cultivation of students' interdisciplinary thinking and comprehensive ability, and advocating the use of personalised learning and open teaching methods. 3.China's compulsory geography curriculum basically corresponds to the OECD's content framework and its competency indicators, and attaches importance to patriotic education, global sustainable development, and the development of the world economy. patriotism education, global sustainable development, the cultivation of physical fitness and the ecological concept of respecting nature; however, there are fewer interdisciplinary contents, and the combination with digital resources is not close enough. Through this study, it is hoped that it will have a certain guiding effect on the future reform of China's compulsory geography curriculum, so as to truly achieve the integration of multiple disciplines, the combination of geographic knowledge and real-life problems, and the combination of present learning and future development, so as to cultivate students' all-round qualities, as well as to implement and optimise the OECD's Education 2030 project.