历史教科书是中学历史教学最基本的载体，它既是历史教师从事教学活动的基本工具，更是学生获取历史知识的重要来源。而历史学科的特殊性也决定了历史教科书必须提供真实、可靠、稳定的信息，并且使用起来简单方便，不受时间和场合的限制。既然历史教科书在日常教学过程中的所起的作用如此之大，那么它的编写就显得非常重要。历史教科书的编写不仅受到国家政策、当前学术研究状况的影响，更需要考虑高中生的认知发展水平。不仅如此，教科书的编写还需要遵循基础性、科学性、教育性、可读性等原则。自2003年新课改以来，我国高中历史教科书由以往的根据历史教学大纲编写的“一纲一本”转变为根据“高中历史课程标准”编写的“一纲多本”，现行高中历史教科书主要有四个版本，即“人教版”、“人民版”、“岳麓版”、“北师大版”。各版本教科书虽然内容上区别不大，但由于编者个人学术水平、对课标理解、以及对一些史学观点看法不同，因此各版本教科书在课文中的一些问题上有着很大的区别。《夏、商、西周的政治制度》是高中历史必修一的第一课，也是整个高中历史课程的第一课，在整个高中历史教科书中有着十分重要的地位。但是四套教科书对这一课内容的编写却有着很大的差别。因此本文决定以这一课为例，来研究高中历史教科书课文的编写，希望通过对此课的研究可以管中窥豹，得出几套教科书编写的特点和不足，针对其中存在的问题，提出一点建议，希望可以对以后教科书的编写提供有所帮助。本文一共包括四个部分：第一部分前言。首先介绍了本文的选题理由和意义，其次，叙述了国内外关于历史教科书编写的研究情况，最后说明了本文的主要研究方法。第二部分高中历史教科书的编写问题。首先界定了有关历史教科书等几个概念，然后从几个方面来论证历史教科书编写的重要性，最后介绍了高中历史教科书编写的方法和原则，主要从教科书编写的制约因素、原则、基本体例和方法几个方面来进行叙述。第三部分各版本教科书关于《夏、商、西周的政治制度》的课文编写的统计和分析。首先叙述了课标中对本课内容的规定和解读，接着从课文结构和内容对四套教材进行统计和比较，然后对各版本教科书编写的趋同性和差异性原因分析。第四部分对高中历史教科书编写的认识和建议。首先指出各版本教材编写的优点和不足，然后对教科书编写应注意的问题提出一些建议，最后对本课教科书提出了一些使用建议。

History textbook is the most basic carrier of history teaching in middle school, the essential teaching material for teachers’ instruction. For students, it is the main tools for the study of history and the important source of historical knowledge. The special nature of the subject of history also determines the history textbook can not only provide real, reliable and stable information, but also be used of simply and conveniently, unlimited by time and occasion. As you can see the history textbooks play so important role in the daily teaching process that it's very important to write it well. The writing of history textbooks is restricted by the national policy, academic research, more importantly needs to consider the high school students' cognitive development level. What’s more, the writing of the textbook also need to follow the principle of fundamentality, scientificalness, edutainment, readability, and so on. Since the new curriculum reform in 2003, China's high school history textbooks have been changed from previous “Yi Gang Yi Ben” written according to the history syllabus to “Yi Gang Duo Ben”written according to the "high school history curriculum standard". There are four main versions of the current high school history textbooks, that is, the "version of the people", "people", "Yuelu edition", "Beijing Normal University edition". Although there is little difference in the contents of each version. There are a lot of differences between different versions of textbooks in the text, due to the personal qualities of the editors, the understanding of the curriculum standards, and the views of some historical views, The political system of Xia, Shang and West Zhou Dynasty is the first lesson of high school history, and also the first lesson of the whole history course of senior high school, which has a very important position in the whole history textbook of senior high school. But there is a big difference for the lesson in the four version, this article decides to take this lesson as an example, to study the text of history textbook in senior high school. Through the study of this course, I hope we can draw some characteristics and shortcomings of several textbooks, and put forward some suggestions for the problems. This paper consists of four parts:The first part is the introduction. This part mainly introduces the reason and significance of the topic selection, the research situation of the history textbooks at home and abroad, as well as the main research methods used by this paper.The second part is about the compiling of the history textbook in senior high school. First of all, this paper defines some concepts about history textbook, and then demonstrates the importance of the compilation of history textbooks from several aspects. At last, the paper introduces the methods and principles of the compilation of history textbooks in senior high school. The next part is the statistics and analysis of the texts about "the Xia Dynasty, the Western Zhou Dynasty political system" written in the various versions of the textbook. Firstly, this paper describes the contents of the course of the provisions and interpretation, and then statistics and compare the four sets of the text from the structure and content, and then analyzes the reason of to the version of the same sex and the differences.The last part points out the author’s cognition and puts out some advice for the writing of the high school text. First of all, it points out the advantages and disadvantages of each version, and then puts forward some suggestions for the problems that should be paid attention to in the textbook.