In the context of standards-based curriculum reform, the alignment between textbook exercises and curriculum standards has become a critical dimension in evaluating the quality of standards implementation. Taking the General Senior High School Geography Curriculum Standards as a reference, this study selects exercises from four versions of geography textbooks and employs the Survey of Enacted Curriculum (SEC) model to code and analyze along the dimension of "content topic × cognitive level." The results indicate that: (1) None of the four textbook versions achieves statistically significant alignment with the curriculum standards; (2) The Shanghai edition and the People's Education Press version demonstrate higher alignment than the Hunan Education Publishing House and Shandong Education Press versions; (3) In terms of content topics, optional compulsory modules show a higher degree of coverage than required by the standards, whereas compulsory modules are underrepresented; (4) At the cognitive level, tasks targeting understanding are insuffi cient, while analysis-level tasks are overrepresented; (5) Topic 3.2 (Material Movement and Energy Exchange in the Natural Environment) shows relatively high alignment with the standards, whereas exercises in Geography 2 exhibit weaker design in terms of understanding-level cognitive demand. Therefore, it is necessary to strengthen textbook exercise revision, instructional guidance, and curriculum standards refi nement to promote eff ective implementation of the standards.