人地关系作为地理学研究的重要课题，是地理教育中的核心内容，也是贯穿于高中地理教材编写的主线，正确理解人地关系有助于培养和提高未来公民的地理素养。本论文采用专题分析法，以水圈为例，按照“地对人”和“人对地”两大类，以及“制约”、“资源”、“灾害”、“开发利用”、“自然保护”和“废弃物排放”六亚类，对高中地理教材中涉及人地关系的内容进行了分类和梳理。通过对相关内容进行分类统计，建立知识联系，总结了教材内容编排的特点。分别以概念图和问卷调查的方式分析并评价了教材对人水关系概念的阐述情况，发现现行教材整体上能够突出人地关系的重要性，但“开发利用”、“制约”和“资源”三个亚类阐述较多，“灾害”、“环境保护”和“废弃物排放”三个亚类则提及较少，且其内容主要集中在对地表水的阐述，忽视了地下水、大气水、海洋水和生物水等其它水体。在分析评价的基础上，提出了对教材相关内容整合的思路，针对其中重复、缺失和主次混淆的部分分别提出了删减、补充和突出等改进建议。研究结果对现行高中地理教材的分析和教学，以及未来教材编写和修订工作都具有参考意义。

Human-environment relationship, as the most important research topic in geography, is not only one of the core concepts in geography education, but also the main subject of the geography textbooks for senior high school students. Understanding of the human-environment relationship in a right way is helpful for the future citizens to build and improve the geographic literacy. In this thesis, based on the monographic analysis method, the contents relating to the human-environment relationship in geography textbooks are classified and analyzed by taking the hydrosphere as an example. The classification includes two categories (namely, "human to environment" and "environment to human") and six sub-categories (namely, "restriction", "resource", "hazard", "exploitation and utilization", "conservation" and "waste emissions"). Based on the classification and statistics analysis of relevant contents, the knowledge networks of the human-environment relationship are given, and the compilation features of the textbooks are also summarized. Adopting the concept map method and conducing a questionnaire survey, the contents involving the relations between the human and the water environment in the textbooks are analyzed and evaluated. It is found that the contents of the current textbooks could reflect the concept of human-environment relationship on the whole. But the textbooks pay much attention to the explanation of "exploitation and utilization", "restriction" and "resource", in contrast, the other three sub-categories, i.e. "hazard", "conservation" and "waste emissions", are rarely mentioned. Moreover, the contents mainly focus on the surface water, but largely ignore the ground water, the atmospheric water, the ocean water and the biological water. Based on the above study, the integration principles are set up and then applied to the textbooks. The suggestions for improving contents and the teaching of human-environment relationship are given, such as omitting duplicate contents, adding the missing contents, and highlighting the key points. The research results of this thesis could be used as references for improving both the understanding on the current version of geography textbooks, and the compilation and the revision of the future versions.