培养地理空间思维能力是实现地理学科核心素养的重要路径。本研究对某校114名高二两个班级的学生进行地理空间思维能力前测，发现学生的地理空间思维能力普遍较低。基于空间思维发展理论，本研究提出融合多维体验建立空间直觉、辨识形态规律建立认知框架、融通关联因子构建系统认知、推演时空变化培养前瞻视野四项干预策略，并设计了10节地理空间思维能力培养策略的研究课。教师在现状水平较低的实验班开展教学实验，对照班 不采用四项策略，实验后对两个班级进行后测，结果显示实验班学生的地理空间思维能力得到了有效提高，证实了四项空间思维能力干预策略的确能在一定程度上提升学生的地理空间思维能力。

The cultivation of geographic spatial thinking ability serves as a crucial pathway to achieving core literacy in geography discipline. A pre-test on geographic spatial thinking ability was administered to 114 senior high school students from two classes at a selected school, revealing generally low levels of such ability among students. Based on the theory of spatial thinking development, this study proposes four intervention strategies: integrating multidimensional experiences to establish spatial intuition, identifying morphological patterns to construct cognitive frameworks, synthesizing related factors to build systemic understanding, and simulating spatiotemporal changes to cultivate forward-looking perspectives. Ten research-based lessons were designed to implement these geographic spatial thinking cultivation strategies. Teachers conducted teaching experiments in the experimental class with initially lower ability levels. The control class did not adopt the four strategies. After the experiments, post-tests were carried out on the two classes. The results showed that a signifi cant improvement in the geographic spatial thinking ability of students in the experimental class, confirming that the four geographic spatial thinking ability intervention strategies can indeed enhance students’geographic spatial thinking ability to a certain extent.