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.