在教材建设从“编好”向“用好”跨越的宏观需求下，本研究采用质性研究方法对教师进行个案分析，选取新手型、熟手型与专家型三位教师为对象，探讨高中地理教师教材使用的实践样态与动因。研究采用证据三角验证方法，通过访谈、课堂录像和文本资料还原高中地理教师的教材使用过程。结果显示，教师教材处理在教学内容的解构与重组、图文资源的转化与创生、教材功能栏目的取舍与调适三个维度呈现显著的专业进阶逻辑。基于此，研究剖析导致上述教材使用差异的内外因素，并针对高中地理教师的教材使用策略提出相应建议，旨在帮助教师在教材使用过程中协调客观条件限制与素质教育目标实现的矛盾，充分发挥地理教材的育人价值。

Under the macro demand for the leap of textbook construction from "compiling well" to "using well", this study adopts a qualitative research method to conduct a case analysis of teachers, selecting three teachers - novice, experienced and expert - as the subjects to explore the practical patterns and motivations of textbook usage by high school geography teachers. The research adopted the evidence triangulation verifi cation method to restore the textbook usage process of high school geography teachers through interviews, classroom videos and textual materials. The results show that teachers' handling of teaching materials presents a signifi cant professional advancement logic in three dimensions: deconstruction and reorganization of teaching content, transformation and creation of graphic and textual resources, and selection and adjustment of functional columns in teaching materials. Based on this, this study analyzes the internal and external factors that lead to the diff erences in the use of the above-mentioned teaching materials, and puts forward corresponding suggestions for the teaching material usage strategies of high school geography teachers. The aim is to help in-service teachers coordinate the contradiction between objective conditions and the realization of quality-oriented education goals in the process of teaching material usage, and give full play to the educational value of geography teaching materials.