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.”