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.

Monitoring the use of geography textbooks in secondary schools is a key component of the textbook governance system. To address the multiple challenges confronting current monitoring practices—including conflicts in functional positioning, technical complexity, and institutional bottlenecks—this study, grounded in an indicator system for monitoring the use of secondary school geography textbooks, develops a large-language-model-based agent for textbook-use monitoring and proposes an overall architecture consisting of materials upload–intelligent analysis–feedback optimization. An application case based on a lesson design on Karst Landforms shows that the agent can eff ectively identify evidence of textbook use while demonstrating strong explainability and clear awareness of evidential boundaries. In addition, through layered feedback and follow-up monitoring, the system preliminarily enables a shift in textbook-use monitoring from result presentation to improvement-oriented support.

Textbook use is a core component of textbook development, yet existing research on secondary school geography textbook use has paid limited attention to teacher-level case studies. Grounded in the Grounded Theory, this study takes secondary school geography teachers as the research subjects. Through research methods including classroom observation, semi-structured interviews and artifact analysis, it examines teachers' textbook use behaviors from three dimensions: textbook comprehension status, textbook processing strategies, and curriculum implementation forms. Specifi cally, textbook comprehension status is classifi ed into three levels; textbook processing strategies, which target the main text, columns and images of textbooks, are divided into fi ve forms: retention, replacement, supplementation, deletion and adjustment; curriculum implementation forms are categorized into three orientations: fi delity, mutual adaptation and enactment. This study further reveals the multiple factors infl uencing teachers' textbook use, covering dimensions such as teachers' personal background, student performance, textbook evaluation, teaching effectiveness, and external environment. These factors interact and intertwine across diff erent time dimensions, jointly shaping teachers' behaviors in textbook comprehension, processing and implementation.

Cultivating the consciousness of a community with a shared future for mankind is an important proposition of geography education in the new era. This study examines five series of Chinese secondary school geography textbooks using Critical Discourse Analysis (CDA) to explore how this consciousness is constructed through textual content. Based on the national curriculum standards, the study establishes an analytical framework comprising three dimensions: "Cultural Coexistence", "Environmental Symbiosis", and "Developmental Prosperity Together", to analyse the strategies employed in constructing the "world picture" within these textbooks. The fi ndings reveal that Chinese geography textbooks systematically shape a world picture centred on "Coexistence, Symbiosis, and Prosperity Together". This approach transcends the narratives of geopolitical competition, underscores the Chinese cultural value of "harmony without uniformity", and fosters students' sense of global responsibility and community consciousness. The study concludes that geography textbooks adopt a constructive discourse mode aimed at building consensus, which is distinct from the competitive discourse mode characterized by dual opposition. This mode effectively translates macro national strategies into geographical sentiments and conscious actions that are cognizable to students, thereby laying a foundation for cultivating a new generation of the times with both a profound love for their country and a global vision.

To strengthen case-based instruction for professional degree graduate students and enhance the quality of graduate education, the Ministry of Education initiated the development of a case database for professional degrees in 2013. Currently, the Education Professional Degree Case Database has become a vital platform for training graduate students in education professional degrees in China, eff ectively driving reforms in university training models for these students. The continuous supply and in-depth application of high-quality instruction cases in the database are crucial for enhancing the quality of master of education programs. This paper employs statistical analysis and thematic analysis to examine 47 geography instruction cases in the said database. The fi ndings reveal that the number of cases is growing steadily, with case development characterized by participation from many universities but concentrated among a few. The cases in the database have largely aligned with the courses prescribed in the training programs. The selected instruction cases are concentrated in high school geography, and the case themes center on teachers’ professional growth and the cultivation of core competencies, forming seven closely interconnected thematic units. To further improve the quality of geography instruction case development, it is necessary to diversify case topics, strengthen collaborative case development, accurately grasp the essential characteristics of cases, and focus on contemporary trends in the fi eld, thereby achieving high-quality training for master of education in geography students.

This paper aims at deep learning of high school geography, constructs the teaching mode of "task chain and problem chain", and carries out the teaching design by taking the observation of the landforms of Bashi Peak in Yili Cha County as an example. Through the cognitive path of "climbing up to the top and overlooking the peaks and exploring the depth", students are guided to go through the whole process of identifying geomorphological features, reasoning about the causes and analyzing the relationship between people and land, so as to realize the development of deep cognition from perception to migration. In this paper, we also design a performance evaluation scale to ensure the consistency of teaching and assessment, and eff ectively enhance students' Geography Praxis and Holistic Thinking. This model provides an operational teaching design model for the in-depth learning of geomorphology content in senior high school geography.

With the advancement of the maritime power strategy, enhancing adolescents’ awareness of maritime rights and interests has become an important component of national territory security education. In junior high school, cultivating students’ maritime concepts and awareness of maritime rights and interests is of great signifi cance. This paper systematically sorts out the presentation system of content related to maritime rights and interests in the new junior high school geography textbooks of Hunan Education Publishing House edition, and constructs an educational logical chain of “Understanding the Ocean – Sovereignty Awareness – Strategic Practice.” On this basis, a thematic course on maritime rights and interests was designed and implemented, providing a practical and feasible pathway for integrating maritime rights and interests education into junior high school geography teaching.

Against the backdrop of the national emphasis on strengthening science education, high school geography teaching shoulders the task of cultivating students' scientifi c literacy together with other science disciplines. Among various teaching approaches, geography experiment teaching in senior high schools not only meets the general requirements of scientific experiment teaching but also fully refl ects the practical characteristics of geography, making it an important way to implement the goals of scientific education. Taking the teaching of "Soils" in the Compulsory Geography Course 1 as a case study, this paper aims to explore the design and implementation strategies of geography experiment teaching oriented toward the cultivation of scientific literacy. This paper proposes a design concept that horizontally integrates "teaching objectives - teaching links - teaching evaluation" and vertically connects "scientific literacy - inquiry practice - evaluation standards", clarifi es the experimental teaching objectives oriented towards scientifi c literacy, optimizes the inquiry process of geography experimental teaching based on the logic of scientific inquiry and formulates the corresponding experimental teaching evaluation scale.

In response to the issues of the disconnection between “tourism” and “learning” and the weakening of disciplinary thinking in study travel, this paper, guided by the geographical concept of “using the present to explain the past,” integrates specific study carriers to construct and implement a progressive study activity design model with the internal logic of “evidence—process—space-time.” This model employs a structured task chain to guide students in acquiring geographical evidence, inferring geographical processes, and reconstructing historical geographical contexts within authentic situations. The practical results indicate that this study design helps promote the collaborative development of students' core geographical literacy and facilitates the transition of study activities from experiential to inquiry-based. This model which emphasizes geographical epistemic methods, possesses strong operability and transferability, offering a reference for the design and implementation of high school geography study activities in diff erent regions.

Against the backdrop of the new College Entrance Examination reform, the assessment of the "Weather Systems" topic in the Jiangsu College Entrance Examination has been continuously innovated while upholding its inherent traditions. Centered on essential geographical knowledge, the examination evaluates students’ Geographical Key Competences by constructing innovative situational contexts. Taking this examination content as the research object, this paper analyzes the examination logic of essential knowledge from three dimensions: new geographical concepts, spatiotemporal processes, and regional geographical connections. Meanwhile, it summarizes the cultivation paths of core literacy, including constructing a systematic conceptual framework, focusing on the analysis of spatiotemporal processes, and enhancing regional relevance.