教科书是学校教学中最重要、最基本的教材。教科书作为课程的重要载体和组成部分，直接影响到教学工作和学生学习的全过程。2018年1月颁布的《普通高中地理课程标准（2017年版）》中提出并强调了优化框架结构以及创新呈现方式的重要性。随着时代的不断变化，明确过去地理教科书的优缺点，在问题、情境、案例的呈现方式上寻求突破成为一个重要的现实问题。国际地理教科书的比较可以从一个国际视角了解各国教科书的实际情况，有助于深入地认识和更好地修订我国教科书。 本研究在国家社科基金“十二五”规划教育学重点课题《中小学理科教材难度的国际比较研究》的基础上进一步挖掘十国高中地理教科书中自然地理部分的知识结构以及呈现方式的特征，尝试着为我国地理教科书的编写和教学过程中教科书的使用提出优化建议。 本研究采用内容分析法、归类分析法对教材难度研究中自然地理主题的划分进行了修订，得出了“行星地球”“地球圈层结构”“大气圈”“水圈”“岩石圈”“自然地理环境”六个主题划分。基于主题划分，对各国地理教科书知识结构和呈现方式进行研究。 对于教科书的知识结构，本研究在内容分析法、归类分析法的基础上采用了Cmap软件绘制知识结构图，呈现出各国地理教科书在六个不同自然地理主题的知识内容结构。各国地理教科书在知识内容的选择上分异较大。八个国家地理教科书均有的知识主题是“岩石圈”，出现最少的知识主题是“行星地球”，各国呈现的自然地理内容集中在大气圈、水圈、岩石圈、自然地理环境。我国在各知识主题的知识含量大致处于平均水平。各国高中地理教科书知识结构主要按照时序关系和逻辑关系构建。各国在时序关系上差异明显，但总体上遵从自然地理的科学逻辑和高中生认知发展规律。各国地理教科书中的逻辑关系主要有：包含关系、递进关系、影响因素、并列关系等，这些不同的逻辑关系对于知识的呈现有不同作用。 对于教科书的呈现方式，本研究采用了文本分析、归类分析以及案例研究的方法从不同的自然地理主题切入，结合具体的教科书内容分析了各国地理教科书在呈现方式方面的特征和偏向。各国教科书的整体呈现方式可以划分为活动实践型和阐明事理型两种。各国地理教科书在课文言语上表现出类型一致、组织方式各有差别的特征。各国在图像系统的表达方式上都表现出类型多样、图文并茂的共同特点，但在地理示意图、地理统计图等图像方面各国地理教科书中呈现出不同的特征。 结论部分在各国教科书自然地理主题的知识结构和具体呈现方式的结论基础上，借鉴其他国家在地理教科书上的经验，对我国地理教科书的呈现方式，如地理示意图的绘制、统计图呈现方式、具体地理知识点的表达方式等提出了建议。

Textbooks are the most important and basic teaching materials in school teaching. As an important carrier and part of the course, textbooks directly affect the whole process of teaching work and students' learning. The new curriculum standard of general high school geography curriculum standard (2017 edition) issued in January, 2018 puts forward that geography textbook should optimize the frame structure and innovate the way of presentation. In the context of the new era, how to clarify the advantages and disadvantages of the past textbooks in geography textbooks and to seek breakthrough becomes an important practical problem. The comparison of international textbook content can understand international textbooks and the actual situation of our country, which can help us revise textbooks better. This study is based on the international comparative study of the difficulty of science textbooks in primary and secondary schools. This study excavated the knowledge structure and presentation characteristics about physical geography of the geography textbooks in ten countries. This research puts forward some suggestions for the compilation of geography textbooks and the use of textbooks in the teaching process. For the knowledge structure of textbooks, the Cmap software is used to draw the knowledge structure map, which presents the knowledge content and the knowledge structure of the different themes of the geography textbooks of various countries. Geography Textbooks in different countries differ widely in the choice of knowledge content. The subject of knowledge of eight national geography textbooks is "lithosphere". The least knowledge theme of the country is "planet Earth", and the natural and geographical contents of each country are more concentrated on the atmosphere, water circle, lithosphere and natural geographical environment. The knowledge content of our knowledge subjects is at an average level. The knowledge structure can be divided into temporal and logical relations. There are obvious differences in temporal relations among countries, but generally follow the scientific logic of natural geography and the rule of cognitive development of high school students. The logical relationship in the geography textbooks of various countries mainly include: inclusion relationship, progressive relationship, influence factor, parallel relationship, and so on. These different logical relations have different effects on the presentation of knowledge. For the way of textbook presentation, text analysis, classification analysis and case study are adopted in this study. The overall presentation of textbooks in different countries can be divided into two types: activity oriented and pragmatic. Geography Textbooks in different countries show different characteristics in different types of texts and different ways of organization. All countries express the common characteristics of various types of expression in the image system, and the geographical map and geographical statistics show different characteristics. On the basis of the conclusions of the above knowledge structure and presentation, some suggestions are made for the presentation of geography textbooks.