中学地理教材使用监测是教材治理体系中的关键环节。针对监测中存在的定位冲突、技术复杂以及机制梗阻等多重挑战，本研究立足中学地理教材使用监测指标体系，构建基于大语言模型的中学地理教材使用监测智能体，形成“材料上传—智能分析—反馈优化”的整体架构。以“喀斯特地貌”教学设计为案例的应用实践表明，该智能体能够较好识别教材使用证据，体现出较强的可解释性与边界意识。同时，系统通过分层反馈与二次监测，初步实现教材使用监测从结果呈现向改进支持的转向。

Monitoring the use of geography textbooks in secondary schools is a key component of the textbook governance system. To address the multiple challenges confronting current monitoring practices—including conflicts in functional positioning, technical complexity, and institutional bottlenecks—this study, grounded in an indicator system for monitoring the use of secondary school geography textbooks, develops a large-language-model-based agent for textbook-use monitoring and proposes an overall architecture consisting of materials upload–intelligent analysis–feedback optimization. An application case based on a lesson design on Karst Landforms shows that the agent can eff ectively identify evidence of textbook use while demonstrating strong explainability and clear awareness of evidential boundaries. In addition, through layered feedback and follow-up monitoring, the system preliminarily enables a shift in textbook-use monitoring from result presentation to improvement-oriented support.