为揭示数字资源在中学地理优质课中的应用深度及其知识基础，本研究以2025年全国中图版45节初高中地理优质课视频为样本，采用课堂视频分析法，对TPACK知识表征、资源类型、交互方式、功能指向与使用深度进行持续状态单元编码。结果表明，样本课例中TPACK与PCK构成教师知识表征主体；数字资源应用表现出单向呈现占优、呈现演示与模拟探究并存、浅层使用为主且深层使用占较高比重的结构特征；TPACK高整合与深层使用存在较明显的结构性对应关系，但高整合并不必然带来深层应用。研究表明，地理课堂数字资源应用质量评价有必要进一步关注资源与学习任务的关联方式，以及证据生成和学习产出过程。

To reveal the application depth of digital resources in high-quality secondary school geography lessons and its knowledge basis, this study selected 45 junior and senior secondary school geography lesson videos of the 2025 National China Map Press Edition as research samples. Classroom video analysis was adopted, and continuous state units were used to code TPACK knowledge representation, resource types, interaction modes, functional orientations, and application depth. The results show that TPACK and PCK constitute the main forms of teachers’ knowledge representation in the sample lessons. The application of digital resources is characterized by the dominance of one-way presentation, the coexistence of presentation-demonstration and simulation-inquiry functions, and a structure in which shallow application is dominant while deep application also accounts for a relatively high proportion. There is a relatively clear structural correspondence between high-level TPACK integration and deep application, but high integration does not necessarily lead to deep application. The study suggests that the quality evaluation of digital resource application in geography classrooms should further focus on the relationship between resources and learning tasks, as well as the processes of evidence generation and learning output.