地理教科书的内容编写应遵循学习进阶。基于学习进阶理论，本研究对人教版高中地理教科书中人地协调观的内容结构进行编排分析。本研究从“地”“人”“人地相互作用”三个知识维度及其情境设置出发，构建双轨进阶分析框架。人教版高中地理教科书在“地”的知识编排方面进阶鲜明有序，遵循“要素格局—过程机制—整体效应”的知识深化路径；在“人”的知识编排方面，遵循“空间分布—空间过程—空间联系”的知识深化路径，但对人类活动空间联系的系统思维关注不足；在“人地相互作用”方面，遵循“人地要素格局—人地作用机制—区域可持续发展”的进阶路径，但人地相互作用机制阐释不足。

The content of geography textbooks should be developed in accordance with learning progressions. Based on the theory of learning progressions, this study analyzes the content structure of the view of human-environment Relationship in the People’s Education Press in senior high school geography textbooks. Starting from the three knowledge dimensions— “space”“human beings”and“human-environment interaction”—along with their contextual frameworks, a dual-track progression analysis framework is constructed. The textbook demonstrates clear and orderly progression in the presentation of spatial knowledge, following a knowledge-deepening path of“element patterns—processmechanisms—overall eff ects”; for human-related knowledge, it follows a knowledge-deepening path of“spatial distribution—spatial processes—spatial relationships,”yet shows insufficient emphasis on systematic thinking regarding spatial connections of human activities; concerning human-environment interaction, it follows a knowledge-deepening path of“human-environment element patterns—mechanisms of human-environment interaction—regional sustainable development,”but provides inadequate elaboration on these interaction mechanisms.