本文以人教版和苏教版初中语文教科书中的修辞为例，集中研究初中语文教科书中的修辞呈现方式。通过对这两个版本修辞的全面归纳、整理和分析，对初中语文教科书修辞编排提出建议。全文共分五章，第一章是导言，第二章到第四章是正文，第五章是结论。本文各章主要观点如下：第一章，导言，包括选题缘由、文献综述、研究方法、研究意义、研究的创新点。第二章，关于课程标准中的修辞知识。人教版语文教课书与苏教版语文教科书，都基本遵循了２０１１版课程标准的理念，训练学生运用修辞的能力，进而培养学生语感。两版教科书也都尽量避免呈现繁琐、复杂的修辞知识，将修辞训练与课文学习紧密相连，以体会课程标准中“随文学习”的理念。第三章，系统整理人教版与苏教版教科书中的修辞知识在课后练习与附录中的呈现方式。通过统计分析发现，人教版在修辞种类、修辞方法总频次上，比苏教版多，在各册呈现方式上也有差异。从修辞学习也体现了两个版本不同的编写理念与思路，同时也说明了在语文教科书编写中，修辞知识的呈现与训练方式可灵活处理。第四章，通过对两个版本教科书修辞知识的全面分析，提出初中语文教科书修辞知识编排的建议。一是要明确修辞知识，合理安排例句。二是要探寻呈现方式，科学体现修辞知识等。三是要遵循语文学习规律,体现语文能力训练梯度。第五章，结语，对本文进行了总结。呼吁综合人教版及苏教版初中语文教科书各自的优势，构建一个合理有序的修辞知识体系，促进教科书的编写和修辞知识的教学。

This thesis researches on the modes of presenting the rhetorical knowledge in junior middle school Chinese textbooks, which based on the rhetorical knowledge of junior middle school Chinese textbooks of Jiangsu Education Press and People’s Education Press. Through the collation and analysis of the rhetoric in these two versions in a comprehensive view, the thesis puts forward advice on methods of arrangement about the rhetorical knowledge in middle school Chinese textbooks. The text is divided into five chapters, the first chapter is introduction, the second chapter to the fourth chapter is the main body of the article, the fifth chapter is the conclusion.The main viewpoints of each part are as follows: The first chapter, the introduction, includes research background, literature review, research methods, research significance, research innovation.The second chapter includes the rhetorical knowledge of the curriculum standard. Both Junior Chinese Textbooks by Jiangsu Education Press and Junior Chinese Textbooks by People’s Education Press adhere to the concept of the curriculum standard published in 2011, so as to train students’ ability of making use of rhetoric and raise their language sense further. In the same time, these two versions not only try to avoid presenting the rhetorical knowledge which is cumbersome and complex, but tie rhetorical exercise to text studying closely, realizing concept of “learning accompanying with text” in the curriculum standard.The third chapter neaten the rhetorical knowledge in both Junior Chinese Textbooks by Jiangsu Education Press and Junior Chinese Textbooks by People’s Education Press, about how the rhetorical knowledge presented in the after-text exercises and in the appendixes. Through the statistics and analysis, it is founded that junior Chinese textbooks by Jiangsu Education Press has much more type of rhetoric and the numbers of exercises than junior Chinese textbooks by Jiangsu Education Press, and there is also a difference in arrangement in both versions. From the rhetorical study, the two versions also reflect the differences in writing ideas and thoughts, meanwhile, which points out in the course of compiling middle school Chinese textbooks, it is flexible to dispose the methods of presenting and exercise in the rhetoric knowledge.Based on a comprehensive analysis to the knowledge of rhetoric in two versions, the forth chapter puts forward advice on methods of arrangement about the rhetorical knowledge in middle school Chinese textbooks. Firstly, to increase rhetoric appropriately, and to confirm concrete points of knowledge, and to arrange the example sentences reasonably. Secondly, it is advisable to explore presentation, which should present the rhetorical knowledge in a scientific and flexible way, and arrange some rhetorical knowledge in activities of units, and appropriately arrange some distinction and analysis in rhetoric. Thirdly, to follow the laws for students to improve their cognition, and to embody the training gradient in the ability of Chinese, and to firmly grasp eight kinds of common rhetoric techniques, and three kinds of exercises of the knowledge of rhetoric should be showed orderly.The fifth chapter summarizes the thesis. This part appeals to synthesize respective advantages in both junior middle school Chinese Textbooks by Jiangsu Education Press and junior middle Chinese Textbooks by People’s Education Press, to build a reasonable and orderly knowledge system of rhetoric in middle school Chinese textbooks, so as to promote compilation and teaching practice about middle school Chinese textbook.