教材作为教学的基本用具，在任何学科教学中都有着很重要的作用。随着时间的不断推移，教材的版本也在不断的发生改变，因此分析各版本教材之间的差异与联系对于教学有很大的意义。作为学生学习地理的重要工具，教材书对地理知识的呈现形式影响着学生对知识的理解和教师对于知识的传授。本文立足于地理课程标准的变化，对人教版高中地理必修一新旧两版教材从宏观和微观两个角度进行对比分析，得出 2017 版新课标教材与 2003 版课标教材之间的差异与联系。并对南昌市外国语学校师生进行问卷调查和访谈分析，得到南昌市外国语学校对于地理新教材的认知程度状况，对该校的新教材地理教学进行 SWOT 分析，结合该校新教材教学具体课堂案例进行分析与改进，并向地理教师提出关于新教材地理教学的几点建议。本文得到的结论主要有以下两点：新教材与旧教材之间存在较大的差异，主要体现在课时设置以及章节栏目设置中，新教材更加注重培养和提升学生的地理核心素养；南昌市外国语学校在地理教学上需投入更多的时间和精力，多增加学生课外实践的机会，适当减轻教师的教学任务，让教师可以多对课堂设计进行创新。据此结论，对新教材地理教学提出以下三点建议：（1）深入理解课程标准，精准把握新教材；（2）充分利用教材各栏目设置；（3）合理运用教材图像进行教学。希望通过本研究得到的结论，可以让老师全方面了解新教材相比旧教材主要变化的点，为老师提供新教材教学思路的参考。

As a basic teaching tool, textbook plays a very important role in any subject teaching. With the passage of time, the versions of textbooks are constantly changing. Therefore, it is of great significance for teaching to analyze the differences and connections between various versions of textbook. Geography textbook plays an important role in student’s geography learning. Its presentation form of geography knowledge affects students' understanding of knowledge and teachers' teaching of knowledge. Based on the changes of geography curriculum standards, this thesis makes a comparative analysis of the new and old textbooks of geography compulsory for senior high school in people's Education Edition from the macro and micro perspectives, Get the differences and connections between 2017 and 2003 textbook. Through questionnaire survey and interview analysis on teachers and students of Nanchang Foreign Language School, we can get the cognitive level of Nanchang Foreign Language School on the new geography textbook, and conduct SWOT analysis on the new geography textbook of the school, This paper analyzes and improves the specific classroom cases of the new textbook teaching in the school, and puts forward some suggestions on the geography teaching of the new textbook to the geography teachers. The main conclusions of this thesis are as follows: There are great differences between the new textbooks and the old textbooks, which are mainly reflected in the setting of class hours and chapters and columns. The new  5 textbooks pay more attention to cultivating and improving students' geographical core literacy; NFLS needs to invest more time and energy in geography teaching, increase students' opportunities for extracurricular practice, appropriately reduce teachers' teaching tasks, so that teachers can innovate more on classroom design. Based on this conclusion, the following three suggestions are put forward for geography teaching in the new textbook: (1) Deeply understand the curriculum standards and accurately grasp the new textbook; (2) Make full use of the setting of each column of the textbook; (3) Reasonable use of textbook images for teaching. It is hoped that the conclusions obtained through this study can enable teachers to understand the main changes of the new textbook compared with the old textbook in all aspects, and provide teachers with reference to the teaching ideas of the new textbook.