推动跨学科主题学习是落实素养培育的关键路径。“地理+历史”跨学科教学打破学科壁垒，有助于学生构建完整的时空认知体系。本文基于时空叙事理论，以敦煌莫高窟考古为具体案例，探索“地理+历史”跨学科教学的实施路径。实践效果调查显示，实验班85%的学生能准确构建时空认知框架，78%的学生可综合分析莫高窟发展与时空背景的关联，显著优于对照班。本文可为中学地理跨学科教学提供可借鉴的案例与策略，助力地理核心素养培育落地。

Promoting cross-disciplinary thematic learning is the key path to implementing Geographical key Competences. Cross-disciplinary teaching integrating "Geography + History" breaks down disciplinary barriers and helps students construct a complete cognitive system of space and time. Based on the theory of spatial-temporal narrative, this paper takes the archaeology of the Mogao Grottoes in Dunhuang as a specifi c case to explore the implementation path of "Geography + History" cross-disciplinary teaching. A practical eff ect survey shows that 85% of students in the experimental class can accurately construct a spatial-temporal cognitive framework, and 78% can comprehensively analyze the relationship between the development of the Mogao Grottoes and their spatial-temporal background, which are significantly higher than that of students in the control class. The research can provide reference cases and strategies for cross-disciplinary teaching of geography in middle schools, and facilitate the cultivation of Geographical Key Competences.