In this article, we use eye-tracking technology to analyze the eye movement differences in cognitive maps between high and low level map-based spatial ability participants, revealing key factors of superior spatial ability. It is found that focusing on the perception of spatial structure information, constructing and manipulating complex images psychologically, and positioning by spatial relationship with reference objects are three key factors of superior spatial ability. Based on this, we developed the teaching strategies of geospatial ability to provide reference and suggestions for the education and evaluation of senior high school students' spatial ability.