人与自然的关系是人类社会最基本和最核心的关系，党和国家从十八大开始就非常重视人与自然关系，并将“坚持人与自然和谐共生”纳入新时代坚持和发展中国特色社会主义的基本方略。人与自然关系也是科学教育的重要内容，物理作为科学教育的带头科目，其教科书里面承载的内容是学生正确认识人与自然关系的重要载体。在物理教科书中融入并强化人与自然和谐共生的内容和观念，对青少年自然观的培养、对生命共同体的构建都有着深远的意义。

    本文研究中学物理教科书中人与自然关系内容的体现，借鉴Lemoni的自然观教科书分析框架和Gugssa的教科书分析框架作为指导，再结合了现有的人与自然关系相关文献，开发出了人与自然关系的教科书分析框架，采用内容分析法对两版教科书中体现人与自然关系的内容进行分析研究。纵向上从人对自然的认识、人对自然的行为和人对自然的态度3个一级指标下的12个二级指标，横向上从内容水平、呈现位置和表征方式3个主分析维度下的15个次分析维度，研究比较人教版和教科版初中物理教科书中人与自然关系内容体现的异同点。得到结论如下：（1）人与自然关系各项指标在两版初中物理教科书中均体现充分；（2）人与自然关系各级指标的在教科书中的水平应是随年段而逐步升高，但实际在两版教科书中的年段编排却未明显体现这一趋势；（3）两版教科书忽视引言背景处对人与自然关系的呈现，缺乏学史阐释的方式表达；（4）两版教科书对人与自然关系的表征呈现的是一种人类中心主义的自然观；（5）两版教科书关于自然的实践活动内容不足；（6）人教版教科书中对自然的体验内容相对教科版显得较少。

    最后，研究者根据研究的结论给教科书编者和广大物理教师提供了参考建议。

    The relationship between man and nature is the most basic and core of human society. Since the 18th National Congress of the Communist Party of China, the Party and the state have attached great importance to the relationship between man and nature, and included"upholding harmonious coexistence between man and nature" as a basic strategy for upholding and developing socialism with Chinese characteristics in the new era. The relationship between man and nature is an important content of science education. As the leading subject of science education, the content of physics textbooks is an important carrier for students to correctly understand the relationship between man and nature. Integrating and strengthening the content and concept of harmonious coexistence between man and nature in physics textbooks is of far-reaching significance to the cultivation of young people's view of nature and the construction of life community.

    This paper studies the embodiment of the relationship between human beings and nature in middle school physics textbooks. Guided by Lemoni's analysis framework of the view of Nature textbook and Gugssa's, and combined with existing literature on the relationship between human beings and nature, this paper develops the textbook analysis framework of the relationship between human beings and nature. Content analysis method is used to analyze and study the contents of the relationship between man and nature in the two editions of textbooks. Vertically from the people's understanding of nature, one act of nature and people's attitude towards natural three first-level indicators of 12 secondary indicators, horizontal level from the content, present position and characterization methods of three main dimensions of the 15 times
analysis dimensions, study compared people version textbooks and teaching junior high school physics textbook contents reflect the similarities and differences of man and natural relations. The conclusions are as follows: (1) All indicators of the relationship between man and nature are fully reflected in the two versions of junior middle school physics textbooks; (2) The level of man-nature relationship index in the textbooks should be gradually increased with grade, but the grade arrangement in the two textbooks does not show this trend obviously; (3) The two editions of textbooks ignore the presentation of the relationship between man and nature in the background of the introduction, and
lack the way of explaining the history of learning; (4) The representation of the relationship between man and nature in the two editions presents a anthropocentrism view of nature; (5) The content of practical activities about nature in the two editions of textbooks is insufficient; (6) The experience of nature in the humanities edition is less than that in the science edition.    

    Finally, the author provides some suggestions for textbook editors and physics teachers.