To address the absence of spatial thinking and the tendency for decision-making processes to become mere formalities in interdisciplinary teaching of junior high school geography, this paper constructs a framework for engineering decision-making learning in geography from the perspective of spatial constraints.By clarifying the transformation logic from spatial conditions through spatial evidence to spatial constraints,and by introducing a mechanism for distinguishing rigid constraints from flexible ones, this paper establishes a task chain of“evidence extraction—constraint modeling—scheme generation—comparative verifi cation—decision optimization.”Drawing on a case of park-type emergency shelter design, elaborates on the strategies for teaching implementation and the system of performance-based assessment.Leveraging spatial confl icts to drive the trade-off and iteration of design schemes,the framework helps guide students to make the leap from understanding space to intervening in space,thereby deepening the cultivation of core geographical key competences.