为解决地理研学课程“浅层化”的突出问题，本研究以“人地关系地域系统”思想为内核，融合UbD逆向设计、体验学习圈与项目式学习，构建了“三维四阶”地理研学模式。该模式通过“目标—评价—内容”三维框架实现静态课程的精准设计，借由“预备—探究—共创—反思”四阶流程保障动态学习的认知递进，引导学生在真实地域情境中实现从要素感知到价值内化的核心素养跃升。本研究以天水“樱桃红”项目为实证案例，将真实地域系统转化为探究课堂，通过多元主体评价与三角互证验证了模式的有效性。“三维四阶”模式为地理研学从“活动堆砌”走向“课程建构”提供了可操作、可迁移的系统范式。

To address the prominent issue of shallowness in geography research-based learning curricula, this study takes the“Human-Land Relationship Regional System”as its theoretical core and integrates the Understanding by Design (UbD) framework, the Experiential Learning Cycle, and Problem-Based Learning (PBL) to construct a“Three-Dimensional, FourStage”geography research-based learning model. This model enables the precise design of a static curriculum through the three-dimensional framework of“objectives—evaluation—content,”while ensuring cognitive progression in dynamic learning through the four-stage process of“preparation—inquiry—co-creation—refl ection.”It guides students to achieve a leap in core competencies—from the perception of geographical elements to the internalization of values—within authentic regional contexts. Using the“Cherry Red”project in Tianshui as an empirical case, the study transforms a real regional system into an inquiry-based classroom and validates the model's effectiveness through multi-stakeholder evaluation and triangulation. The“Three-Dimensional, Four-Stage”model provides an operational and transferable systematic paradigm for shifting geography research-based learning from a mere“stack of activities”to a“structured curriculum.”