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.