随着课程的深层次改革，《普通高中语文课程标准（2017 年版）》（下文简称“新课标”）的制定，教科书编写也从“一纲多本”到了统编教科书时代。“新课标”是统编版高中语文教科书（必修）编写的重要依据，作为重要课堂教学材料的教科书是落实“新课标”理念的物持载体。统编版高中语文教科书（必修）是否落实了“新课标”的相关理念，即教材的编写理念与“新课标”所倡导的理念之间是否具有一致性，是本文研究的重点。研究借助 SEC（survey of enacted curriculum）一致性分析模式，以“语言建构与运用”素养为研究点，通过构建“内容主题×认知水平”的二维矩阵，对“新课标”与统编版高中语文教科书（必修）进行一致性系数分析，结果发现：“新课标”与统编版高中语文教科书（必修）一致性系数较高，且达到了统计学意义上的一致性，表明统编版高中语文教科书（必修）较好的落实了“新课标”“语言建构与运用”这一核心素养。但是通过不同维度的对比分析，发现“新课标”与教科书均倾向对语言的实际运用，但是较“新课标”，统编版高中语文教科书（必修）更侧重于语言积累与建构、语言表达与交流的习得，而对于语言梳理与整合目标的考查较少；从认知维度分布来看，统编版高中语文教科书（必修）更加侧重于对水平一、水平二的考查，而“新课标”则更倾向于对水平四、水平五的考查，同时，针对本文的分析过程，提出语文学科应建立具有学科特征的一致性分析方法，进一步分析课程标准、教科书、评估之间的一致性程度。

With the in-depth reform of the curriculum, the formulation of the "General High School Chinese Curriculum Standards (2017)" (hereinafter referred to as the "new curriculum standard"), textbook has also changed from "one outline and multiple books" to the age of unified textbooks. "New Curriculum Standard" is an important basis for the compilation of high school Chinese textbooks. The textbook as an important classroom teaching material is the material carrier for implementing the "new curriculum standard" concept. The focus of this article is whether the compiled version of textbook implements the relevant concepts of the "new curriculum standard", that is, whether there is consistency between the concept of textbook compilation and the ideas advocated by the "new curriculum standard". With the help of the SEC (survey of enacted curriculum) consistency analysis model, with the "language construction and use" literacy as the research point, by constructing a two-dimensional matrix of level, the "new curriculum standard" and textbook was analyzed, and it was found that the "new curriculum standard" and the edited textbook had a higher consistency coefficient, and reached statistical consistency, indicating that the consistency The edition of textbook has better implemented the core qualities of "new curriculum standards" and "language construction and application". However, through the comparative analysis of different dimensions, it is found that the "new curriculum standard" and textbooks tend to use the language in practice, but compared to the "new curriculum standard", the compiled high school language textbook focuses more on language accumulation and construction, language The acquisition of expression and communication, and less examination of language sorting and integration goals; from the perspective of the distribution of cognitive dimensions, textbook is more focused on the examination of level one and level two, and " The "New Curriculum Standard" is more inclined to examine Level 4 and Level 5; at the same time, according to the analysis process of this article, it is proposed that the Chinese subject should establish a consistent analysis method with subject characteristics, and further analyze the curriculum standards, textbooks, and assessments. Degree ofconsistency.