This study takes the training base for secondary school geography teachers as its research subject, systematically exploring the logical framework and implementation strategies for constructing practical pathways. Guided by legal and theoretical principles, the research clarifi es the training pathway from three dimensions: policy, theory, and spatiotemporal context. Based on systematic experience analysis and aiming at innovation and breakthroughs, it ultimately formulates a set of supporting implementation strategies across teacher development, base operation, and outcome dissemination. The study aims to provide theoretical support and actionable solutions for the standardized construction and effi cient operation of geography teacher training bases, thereby promoting systematic enhancement of geography teachers’professional competence.