本研究基于章全武构建的教科书使用取向二维模型，从“客观内容依赖”与“主观内容依赖”两个维度切入，对2022~2025年间人教版与湘教版高中地理50节省级、部级优质课例进行课堂观察，考查地理教师教科书使用的实然状态及其取向分布。研究发现，第一，调适取向在教师群体中占据主导，忠实取向与创生取向占比相对偏低，表明新课标倡导的“用教材教”理念已在优质课堂中落地，但教师并未完全脱离教科书的规范框架；第二，教师对教科书主观内容的依赖程度普遍较高，教师教学用书所提供的教学思路、方法建议与价值导向仍是教学设计的基本骨架，而对客观内容的依赖则呈现显著个体差异，教师常根据学情、地域特征与高考导向对教科书案例、活动进行删减或替换；第三，不同课程内容的使用取向存在分化，海洋内容因专业性强、资源稀缺，教师忠实取向比例显著高于非海洋内容，选择性必修课程教师创生取向比例高于必修课程，反映出高阶课程对教师专业判断与内容重构能力提出了更高要求。提升教科书使用质量，需在课标框架内加强对教科书主观内容的深度理解，同时赋予教师依据学情调适客观内容的专业空间。

Based on the two-dimensional model of textbook use orientation constructed by Zhang Quanwu,this study conducts classroom observation on 50 provincial and ministerial high-quality high school geography lessons of PEP Edition and Xiang Education Edition from 2022 to 2025 from the dimensions of objective content dependence and subjective content dependence,to investigate the practical state and orientation distribution of geography teachers' textbook use.The fi ndings are as follows:First,the adaptive orientation dominates among teachers,while the fidelity orientation and generative orientation account for relatively low proportions,indicating that the concept of"teaching with textbooks"advocated by the new curriculum standard has been implemented in high-quality classrooms,yet teachers' teaching still remains within the normative framework of textbooks.Second,teachers generally rely heavily on the subjective content of textbooks:the teaching ideas,methodological suggestions and value orientation from teacher's guidebooks are still the basic support for instructional design,while dependence on objective content shows significant individual diff erences,as teachers usually adjust textbook cases and activities according to students' learning situation,regional characteristics and college entrance examination orientation.Third,textbook use orientations vary across diff erent course contents:for marine content with strong professionalism and scarce resources,the proportion of teachers' fi delity orientation is signifi cantly higher than that of non-marine content;the proportion of generative orientation in selective compulsory courses is higher than that in compulsory courses,refl ecting that advanced courses put forward higher requirements for teachers' professional judgment and content reconstruction ability.To improve the quality of textbook use,it is necessary to deepen teachers' understanding of textbook subjective content within the curriculum standard framework,and grant teachers professional autonomy to adjust objective content based on students' learning situation.