新世纪以来，各国先后进行了以竞争人才资源为目标的教育体制改革，以期提升国际竞争力。我国于2017年颁布2020年修订的《普通高中历史课程标准》将时空观念作为历史学科核心素养本质的体现，与唯物史观、史料实证、历史解释、家国情怀共筑历史学科育人价值。高中阶段是教与学的关键时期，如何落实高中生时空观念核心素养培养的有效性是一线教师亟待解决的问题。因此本文采用问卷调查法、案例分析法及行动研究法等方法，从历史时空基本概念切入，重点探讨高中尤其是高三阶段历史时空观的培养对策，除绪论外本文共三章：

第一章为时空观念相关概念阐述，分别阐释了“历史时间”、“历史空间”、“历史时空观念”和“时空观念核心素养”的相关概念，同时结合课程标准“时间观念水平层次划分表”，将高三学生时空观念核心素养分为三类能力、八个要素，并构建了更有针对性的“时空观念能力分层表”。

第二章通过对腾冲市第五中学高三学生进行问卷调查及对腾冲市一线教师进行访谈，对时空观念素养培养现状进行分析，发掘现存教学问题，为之后的教学策略提出增加数据支撑。

第三章对提升高三教学阶段时空观念素养的培养提出对策建议。一是立足教材，进一步夯实时空观念素养基础，包括引导学生主动构建历史时间轴，合理利用插图、强化空间观念，重视历史阶段特征的归纳概括，通过专题式梳理把握历史发展脉络四方面。二是结合近年高考真题，将时空观念与其他四大核心素养对接，注重学科综合能力培养。三是发挥集体备课智慧，应对高考综合改革。四是新高考背景下要重视教师自身专业素质的提升。

Since the beginning of the new century, various countries have carried out the educational system reform aiming at the competition of human resources in order to enhance the international competitiveness. Released in 2017, the 2020 revision of the "high school history curriculum standard" concept focusing on space and time, reflect the historical nature, and build the value of history education of the motherland on the basis of historical materialism, historical evidence and historical interpretation. Senior high school is a critical period of teaching and learning. How to effectively cultivate students' core qualities of sense of time and space is an urgent problem that frontline teachers need to solve. Therefore, this article begins with the basic concepts of historical time and space, using questionnaires, case studies, and action research as guiding methods, this paper focuses on the training countermeasures of historical time-space view in high school, especially in the third stage of high school. Apart from the foreword, this paper will be divided into three chapters:

The first chapter is about the concept of time and space, which elaborates on relevant concepts such as "historical time", "historical space", "historical spatiotemporal view", and "core literacy of spatiotemporal view". At the same time, in accordance with the curriculum standard "Time Concept Level Table", the core literacy of time and space concept of senior three students is divided into three types of ability, eight elements. And a more targeted "hierarchical table of spatial and temporal conceptual ability" is constructed.

The second chapter analyzes the current situation of cultivating spatiotemporal concept literacy by conducting a questionnaire survey on the third year students of Tengchong No. 5 Middle School and conducting interviews with frontline teachers in Tengchong. It explores existing teaching problems and adds data support for future teaching strategies.

The third chapter three teaching stage of time-space literacy training of ascension countermeasures and Suggestions are put forward. First of all, on the basis of the textbook, further consolidate the basic literacy of the concept of time and space, including guiding students to actively construct the historical timeline, rationally use illustrations, strengthen the concept of space, emphasize the induction and summary of historical stage characteristics, and grasp the four aspects of historical development through thematic sorting. The second is to integrate the concept of time and space with the other four core competencies based on recent college entrance examination questions, and focus on cultivating comprehensive subject abilities. Third, give full play to the lessons of collective wisdom, to deal with the university entrance exam comprehensive reform. Fourthly, we should attach great importance to the promotion of teachers' professional quality under the background of the new college entrance examination.