The content of geography textbooks should be developed in accordance with learning progressions. Based on the theory of learning progressions, this study analyzes the content structure of the view of human-environment Relationship in the People’s Education Press in senior high school geography textbooks. Starting from the three knowledge dimensions— “space”“human beings”and“human-environment interaction”—along with their contextual frameworks, a dual-track progression analysis framework is constructed. The textbook demonstrates clear and orderly progression in the presentation of spatial knowledge, following a knowledge-deepening path of“element patterns—processmechanisms—overall eff ects”; for human-related knowledge, it follows a knowledge-deepening path of“spatial distribution—spatial processes—spatial relationships,”yet shows insufficient emphasis on systematic thinking regarding spatial connections of human activities; concerning human-environment interaction, it follows a knowledge-deepening path of“human-environment element patterns—mechanisms of human-environment interaction—regional sustainable development,”but provides inadequate elaboration on these interaction mechanisms.