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.