针对区域教师培训中内生动力不足、学用转化不畅、供需对接不准、反馈机制缺失等突出问题，本研究以怀特海有机体过程哲学为哲学基底，结合自我决定理论、认知弹性理论、目标设置理论等中层理论，创造性地建构由情怀性、多样性、创意性、针对性、实效性和动态反馈组成的CODA教师培训模型，并以上海市地理教师培训基地十余年的实践为研究对象，综合采用文本分析、访谈调研、问卷测评（N=350）与案例剖析等方法进行多源互证的适切性检验。研究结果表明：基地培训的四大核心特征与CODA各维度高度同构；多样性与针对性表现较好，培训实效性得分相对偏低，情感学习支持、策略创意性和方式多样性与培训实效性显著正相关；学员成长案例揭示了各维度的运作链条。本研究据此凝练出CODA培训实施模型，为区域地理教师培训提供可操作、可迁移的实践参照。

To address prominent problems in regional teacher training, such as insuffi cient intrinsic motivation, poor transfer from learning to application, inaccurate matching between supply and demand, and the lack of feedback mechanisms, this study takes Whitehead's organismic process philosophy as its philosophical foundation and integrates middle-range theories including Self-Determination Theory, Cognitive Flexibility Theory, and Goal-Setting Theory to innovatively construct a CODA teacher training model composed of educational sentiment, diversity, creativity, pertinence, eff ectiveness, and dynamic feedback. Taking over ten years of practice at the Shanghai Geography Teacher Training Base as the research site, this study comprehensively adopts textual analysis, interviews, questionnaire assessment (N=350), and case analysis to conduct an appropriateness test through multi-source corroboration. The results indicate that the four core characteristics of base training are highly isomorphic with the dimensions of CODA; diversity and pertinence perform relatively well, while the score for training eff ectiveness is relatively low; aff ective learning support, strategic creativity, and diversity of methods are signifi cantly positively correlated with training eff ectiveness; and trainee growth cases reveal the operational chains of each dimension. Accordingly, a CODA training implementation model is distilled, providing an operational and transferable practical reference for regional geography teacher training.