地理事物在空间上存在差异性，在时间上存在变化性，特定的地理空间是在特定时空条件下产生的。由此，时空综合视角是地理学的主要视角，也是地理学科核心素养培育的突破口和落脚点。基于此，本文在剖析地理时空综合视角内涵的基础上，将其核心特征提炼为“空间差异随时间变化”与“动态演变受空间要素制约”。其次，确定了“空间格局及其动态演变”与“地理现象的属性变化”的内容载体，并梳理了课程标准中能够有效承载该视角培养任务的教学内容。再次，将培养时空综合视角的可视化情境路径概括为两个模块：一是运用现代教学手段，创设可视化情境，其中可视化情境需要提供三维空间场景、支持动态过程模拟、内置交互式操作界面和集成多图层叠加功能；二是根据视角培养目标，设计探究性任务，其中探究性任务需要辨识空间格局、描述地理过程、探究驱动机制并推测变化趋势。

Geographic phenomena exhibit spatial diversity and temporal change; specific geographic spaces emerge under specifi c spatiotemporal conditions. Consequently, the space-time synthesis perspective is the primary perspective in geography, as well as the starting point and focal point for cultivating core competencies in the discipline. Based on this, this paper analyzes the connotations of the space-time synthesis perspective in geography and distills its core characteristics as “spatial differences changing over time”and“dynamic evolution constrained by spatial factors.”Second, this paper identifi es“spatial patterns and their dynamic evolution”and“changes in the attributes of geographic phenomena”as the content vehicles for this perspective, and identifi es the instructional content in the curriculum standards that can eff ectively support the task of cultivating this perspective. Third, the paper summarizes the visualization-based approach for cultivating the space-time synthesis perspective into two modules: First, creating visualization scenarios using modern teaching methods. These visual scenarios must provide three-dimensional spatial settings, support dynamic process simulations, feature built-in interactive interfaces, and integrate multi-layer overlay functions. Second, designing inquiry-based tasks based on the learning objectives for this perspective. These inquiry-based tasks require students to identify spatial patterns, describe geographic processes, investigate driving mechanisms, and infer trends of change.