学习文言文是提升语文素养、汲取民族传统文化精神的重要途径，也是语文教学中必不可少的一项内容。然而，高中阶段，学生对文言文极易产生枯燥感，这与文言文表达方式艰涩、脱离现代语境有着密切关系，但如果教材编写者能在编排形式的设计上贴近学生生活，在选文的内容上寻找与现实生活的契合点，拉近学生与文言文的距离，会在一定程度上激发学生学习文言文的积极性。随着“一纲多本”的盛行，不同版本的教材在文言文编写方面也进行了一些尝试和创新。本论文以高中语文新课标实验版必修教材中的人教版、苏教版、语文版、北京版为研究对象，分四章进行比较探究。第一章中，从选文系统的角度对四版教材文言文的选文数量、编排组织方式、选文年代、选文内容进行了对比研究；第二章从助读系统的角度对四版教材文言文部分的提示语、插图、注释、课后知识拓展进行了对比研究；第三章从练习系统的角度对四版教材文言文的积累性练习、应用性练习、理解性练习进行了对比研究；第四章对前三章的研究结果进行了总结，并提出了一些思考与建议。经过对比研究，可以发现：语文版教材在文言文的编排上，非常系统，既注重了文言基础知识的积累，又尊重了文言文教学的特殊规律，但在设计上缺乏与学生的互动交流，尤其表现在练习系统的设计上；人教版教材在文言文的编排上，既注重文言基础知识，同时又有所创新，“人文性”与“工具性”并重，但某些创新设计显得太过空泛，实践性不强；北京版和苏教版教材在文言文的编排上，完全打破了传统的文言文编排模式，设计灵活多变，强调与学生的互动融合，注重了语文学科的“人文性”特征，但也在一定程度上忽视了文言文教学的特殊规律，不利于文言文语感的培养。教材编写者应对文言文的编排进行合理规划，在注重文言文特殊规律的基础上，真正促进文言文教材编写的科学化，实现语文教材中文言文部分“人文性”与“工具性”的完美融合，力求通过合理的教材设计，使教师能充分利用教材资源，引导学生提升文言文的学习兴趣，激发学生的自主探究能力，进而继承和弘扬中华民族的传统文化。

Learning classical Chinese is not only an important way to improve the language literacy and absorb the spirit of traditional culture, but also an essential link in the teaching of Chinese. However, high school students are usually feeling monotonous of classical Chinese. This is due to the expression way of classical Chinese which is hard and does not match the modern context. If the textbook writers write the textbooks close to the students’ life in the design of arrangement style and find a meeting point between life and text contents, it will inspire students to learn classical Chinese in a certain extent. With the "An outline multi-version" prevailing, different versions of textbooks have also made some attempts and innovations in the classical Chinese article arrangement.This paper, which is divided into four chapters, regards the four versions of the new course standard of high school Chinese textbook (the People's Education Press, Jiangsu Education Press, Beijing Education Press, Chinese Press) as the research object. From the direction of the text selection system, the first chapter makes a comparative study on the quantity, the arrangement style, the year and the content. From the direction of the Help-reading system, the second chapter makes a comparative study on the prompt, the illustration, the note, and the after-school knowledge. From the direction of the training system, the third chapter makes a comparative study on the accumulation of practice, the application practice, and the understanding practice. At last, the fourth chapter summarizes the research results of the former three chapters, and puts forward some suggestions.After the comparative study for the arrangement of classical Chinese article, we may give the following conclusions: First, the Chinese Press, which is very systematic and comprehensive, pays attention to the basic knowledge of classical Chinese accumulation and respects the special rules of classical Chinese learning. But this version lacks interaction with students in the teaching design, especially in the training system. Second, the People's Education Press not only emphasizes the basic knowledge of classical Chinese, but also tries some new ideas and methods. However, some innovative designs are too vague and hard to practice. Third, Beijing and Jiangsu Education Press completely broke the traditional mode of the arrangement of classical Chinese article. Their flexible design emphasizes the interaction with students and pays attention to “The humanity " feature of Chinese. But these two versions ignore the special rules of classical Chinese learning at a certain extent. Such design is not conducive to the cultivation of the sense of classical Chinese language.Based on the special rules of classical Chinese learning , the textbook writers should pay attention to the planning for the arrangement of classical Chinese article so as to promote the classical textbook scientifically and realize the perfect combination of “The Instrumentality” and“The Humanity”. Through reasonable design of teaching textbooks, teachers can make full use of teaching resources to increase the students’ interest in learning classical Chinese and stimulate the students' self-study ability. This is helpful for students to inhe rit and carry forward the traditional culture of the Chinese Nation.