时空综合思维是地理综合思维的重要组成部分。本研究将时空综合思维划分为时空对象、时空关联、时空耦合三个层级，并编制测评工具进行测量。结果显示，本研究样本中学生整体处于水平二，其中时空关联和时空耦合思维相对薄弱。基于此，本研究提出如下培养路径：借助地理图像绘制，提升时空信息辨识能力；运用“输入—作用—输出”框架，深化地理流分析能力；基于“时空—流—过程”图，提升时空耦合能力。教学实践结果初步表明，该路径有助于推动学生时空综合思维向高阶水平转化。

Spatial-temporal integrative thinking is an important component of geographical holistic thinking. This study conceptualizes spatial-temporal integrative thinking into three hierarchical levels: spatial-temporal objects, spatial-temporal relationships, and spatial-temporal coupling, and develops an assessment instrument to measure students’ performance across these levels. The results show that, among the students in the sample, the overall level of spatial-temporal integrative thinking was at Level 2, with spatial-temporal relational and coupling thinking being relatively weak. Based on these fi ndings, this study proposes the following training paths: enhancing students’ ability to identify spatial-temporal information through the construction of geographic representations; deepening their ability to analyze geographical flows through an “input– interaction–output” framework; and improving their spatial-temporal coupling ability through a “Time-Space-Flow-Process ”diagram. Preliminary evidence from teaching practice suggests that these approaches can help promote the development of students’ spatial-temporal integrative thinking toward higher-order levels.