高中自然地理的学习是地理核心素养养成的重要基础，但在学习过程中学生往往面临着许多学习障碍。地理作为一门空间性极强的学科，地理空间思维障碍尤为显著。研究学生在自然地理学习过程中的空间思维障碍，有利于提高教学的效果和效率。本文以高中自然地理中的两大重要内容——“地球运动”和“大气运动”为例，研究学生在学习过程中遇到的空间思维障碍和影响因素，并制定针对性的突破策略进行教学实践。本文共分六个部分。第一部分是绪论，主要是对研究的背景和意义、研究的目的和内容和研究方法进行概述。第二部分是理论基础，主要是概述国内外研究现状、拟用的主要教学理论。第三部分是以访谈、问卷对师生在“地球运动”和“大气运动”教、学中的空间思维障碍表现、原因、解决办法等进行调查，归纳可能产生障碍的知识要点和教学过程中师生的行为特征。第四部分是根据调查、测试、教学实践，对“地球运动”和“大气运动”的空间思维障碍的表现类型和影响因素进行分析，得出：学生在学习“地球运动”时，对抽象的、复合的、运动的空间要素的空间感知、想象、理解和表达的过程中存在显著障碍，而在学习“大气运动”时，对抽象的和叠加物理属性的大气空间结构的理解和图式变换存在空间思维障碍，这些障碍的形成受学科知识的特点、学生的学习过程和教师的教学方式的影响。第五部分则是在第四部分的研究基础上，制定针对性的突破策略。在“地球运动”教学中，提出通过直观教学策略运用新多媒体进行教学，通过简化式教学策略，对相关的空间现象和过程进行的简化处理，同时渐进式地训练学生的空间思维。在“大气运动”的教学中，运用模拟动画、实验或游戏等模拟教学策略来增强学生的空间感知与想象，通过对比联系学习策略和图式变换策略来引导学生进行空间比较思维和理解推理，从而突破了相应的空间思维障碍。第六部分是结语，主要总结了本文主要结论和不足之处。

The study of Geography in senior high school is an important basis for the cultivation of geographic central literacy, but in the process of learning, high school students are often faced with many learning disabilities. As a discipline about space, the geography spatial thinking capacity is particularly significant. The study of students' spatial thinking disabilities in the course of the study of natural geography is conducive to improving the efficiency of teaching. This paper takes "the earth movement" and "atmosphere movement" as an example to study the spatial thinking disabilities and the influence factors of the students in the learning processes and to develop some Strategies for teaching practice.This paper is divided into six parts. The first part is the introduction, mainly on the research background and significance, the research purposes and content, and the research methods. The second part is theoretical basis, mainly on research status at home and abroad, and the main teaching theory. The third part is to investigate the performance, reasons and solutions of spatial thinking disabilities of "earth movement" and "atmosphere movement" in the form of interviews and questionnaires, and induces the knowledge points that may lead to spatial thinking disabilities and behavior of teachers and students. The fourth part is based on the results of the survey, it analysis the types and influencing factors of spatial thinking disabilities in the process of learning "earth movement" and "atmosphere movement": There are significant obstacles in the spatial perception, imagination, understanding and expression, when students studying "earth movement" and meet the abstract, complex and dynamic spatial element. And when students study "atmosphere movement", as it is abstract and has the superposition of physical attributes, the understanding and schema transformation of the spatial structure of the atmosphere also brings students some spatial thinking disabilities. The formation of spatial thinking disabilities is influenced by the characteristics of subject knowledge, students' learning process and teachers' teaching methods. The fifth part is based on the fourth part of the research, it develop targeted Strategies to solve the spatial thinking disabilities. It set some strategies for spatial thinking disabilities of "earth movement", includes the intuitional instruction strategy such as using new multi-media and simplified teaching strategy in order to simplify the process of spatial phenomena and processes, and at the same time, the spatial thinking of the students is trained gradually. For "atmosphere movement", it also develops some strategies to break through the corresponding space thinking obstacles: To enhance students' space perception and imagination by using simulation teaching strategies such as simulation animation, experiment or games, To guide the students to carry out the spatial comparison thinking and the understanding of reasoning by comparing the learning strategy and the schema transformation strategy. The sixth part is the conclusion of the study and it mainly summarizes the specific work and shortcomings of this paper.