课后练习在教材中的重要地位决定了其作为研究对象的价值意义，但从教学层面来看，课后练习并没有在实践中得到应有的重视。目前，学者们对该部分的研究虽多，但大部分涉及的是对练习题型的归纳、不同版本教材练习系统的总体对比或对其存在问题的分析，很少有学者采用专门的分类理论对练习题目进行具体研究。鉴于此，笔者借助安德森的二维目标分类法，选取其中的“认知过程维度”，对不同版本教材的课后练习进行了对比研究。本文选取的研究对象是人民教育出版社出版的新版初中语文教材和江苏教育出版社出版的新版初中语文教材的“课后练习”部分，采用内容分析法、比较研究法对其进行了研究。首先根据安德森认知过程维度分类表对两版教材的课后练习题目进行分类、归纳和整理，以图表的形式对数据进行统计，然后对两版教材课后练习的认知过程维度分布情况分别进行概述说明，继而进行对比分析，最后得出结论，即二者的相同点和不同点。以期为该部分的更好使用提供一定的参考依据，对教师教学、学生学习，及教材的编写，产生一定的启发作用。

The important role exercises play in textbook determining its value as a research object. But in teaching perspective, the exercises are not got enough attention. In current, there are many studies about this theme, but most are involved in the induction of practice questions, the overall contrast of the textbook exercises of different versions, and the analysis of the problems. Few scholars put specialized classification theory into practice study. In view of this, the author use Anderson's two-dimensional target classification as a tool, selected cognitive process dimension, carried out a comparative study of the different versions of the textbook exercises.The research objects this paper selected are exercises of two new versions of junior high school Chinese textbooks, which are published by People's Education Publishing House and Jiangsu Education Publishing House. Content analysis and comparative study are used in its study. First, the author classify, summarize and organize the exercises according to Anderson cognitive process dimension, organize statistical data in chart form, and then make overview description of the distribution of cognitive process dimension of the textbook exercises of the two editions, followed by a comparative analysis, and finally concluded that the same points and different points of the two. In order for better use of this part, and be benefit for the teaching of teachers and the learning of students, and the preparation of teaching materials.