教材使用是教材建设的重要组成部分，然而当前中学地理教材使用研究却较少关注教师个案。本研究基于扎根理论，以中学地理教师为研究对象，通过课堂观察、半结构化访谈和实物分析法等研究方法，从教材理解状况、教材处理策略和课程实施形态三个维度观察教师的教材使用行为，并将教材理解状况划分为三个层次，教材处理策略依据正文、栏目和图像，划分为保留、替换、补充、删减和调整五种形式，课程实施形态划分为忠实、相互调适和创生三种取向。本研究进一步揭示了影响教师教材使用的多重因素，涵盖教师个人背景、学生表现、教材评价、教学效果及外部环境等多个方面，这些因素在不同时间维度上交织互动，共同塑造着教师的教材理解、处理与实施行为。

Textbook use is a core component of textbook development, yet existing research on secondary school geography textbook use has paid limited attention to teacher-level case studies. Grounded in the Grounded Theory, this study takes secondary school geography teachers as the research subjects. Through research methods including classroom observation, semi-structured interviews and artifact analysis, it examines teachers' textbook use behaviors from three dimensions: textbook comprehension status, textbook processing strategies, and curriculum implementation forms. Specifi cally, textbook comprehension status is classifi ed into three levels; textbook processing strategies, which target the main text, columns and images of textbooks, are divided into fi ve forms: retention, replacement, supplementation, deletion and adjustment; curriculum implementation forms are categorized into three orientations: fi delity, mutual adaptation and enactment. This study further reveals the multiple factors infl uencing teachers' textbook use, covering dimensions such as teachers' personal background, student performance, textbook evaluation, teaching effectiveness, and external environment. These factors interact and intertwine across diff erent time dimensions, jointly shaping teachers' behaviors in textbook comprehension, processing and implementation.