Based on the two-dimensional model of textbook use orientation constructed by Zhang Quanwu,this study conducts classroom observation on 50 provincial and ministerial high-quality high school geography lessons of PEP Edition and Xiang Education Edition from 2022 to 2025 from the dimensions of objective content dependence and subjective content dependence,to investigate the practical state and orientation distribution of geography teachers' textbook use.The fi ndings are as follows:First,the adaptive orientation dominates among teachers,while the fidelity orientation and generative orientation account for relatively low proportions,indicating that the concept of"teaching with textbooks"advocated by the new curriculum standard has been implemented in high-quality classrooms,yet teachers' teaching still remains within the normative framework of textbooks.Second,teachers generally rely heavily on the subjective content of textbooks:the teaching ideas,methodological suggestions and value orientation from teacher's guidebooks are still the basic support for instructional design,while dependence on objective content shows significant individual diff erences,as teachers usually adjust textbook cases and activities according to students' learning situation,regional characteristics and college entrance examination orientation.Third,textbook use orientations vary across diff erent course contents:for marine content with strong professionalism and scarce resources,the proportion of teachers' fi delity orientation is signifi cantly higher than that of non-marine content;the proportion of generative orientation in selective compulsory courses is higher than that in compulsory courses,refl ecting that advanced courses put forward higher requirements for teachers' professional judgment and content reconstruction ability.To improve the quality of textbook use,it is necessary to deepen teachers' understanding of textbook subjective content within the curriculum standard framework,and grant teachers professional autonomy to adjust objective content based on students' learning situation.