随着发展学生核心素养的提出，新一轮的课改也随之而来。教育部明确指出要优化教学内容，新教材的编写也提上了议程。植物学部分是生物学中重要的组成部分。对植物学的学习可以帮助学生理解生命的多样性和统一性，树立正确的生命观念，帮助人们更好的开发、利用、改造和保护地球上丰富的植物资源。美国的教育一直走在世界的前列，其教材内容十分丰富，具有特色。 本文以由人民教育出版社出版的高中生物教材、由北京师范大学出版社出版的高中生物教材和美国高中主流生物教材《Biology: The Dynamics of Life》三种教材为研究对象，采用文献研究法、比较研究法和问卷调查法，对三个版本教材中的植物学部分从知识体系、实验、插图、习题四个方面进行了比较分析。 通过研究得到以下结论：①美国教材设置了独立的植物学知识模块，中国教材把植物学知识分散在不同的知识模块中，且多为植物生理学的知识。北师大版教材中植物生理学的知识点最多，但倾向于直接罗列。人教版和美国教材则注重对学生的引导和启发。②人教版教材植物学部分栏目种类最为丰富。美国教材把一些栏目进行了合并，设置了一些特色栏目。北师大版教材栏目种类很少。③人教版和北师大版教材植物学的实验，科学性更强，很严谨，但操作略显复杂。美国教材中的实验种类很多，且易取材和操作。最重要的是通过网络分享数据，重视对实验结果的分析。④北师大版教材中植物学部分的图表曲线较多，人教版教材的实物图较多。但美国教材的图片色彩更鲜明，并有文字解说。⑤人教版和美国教材习题的数量和种类较多，但美国教材更注重对核心概念的考察。⑥问卷调查结果显示，教师和学生都希望在人教版教材中增加植物学内容，开设植物学校本课程。 基于以上结论，对人教版植物学部分的编写和教师对教材的使用方法提供建议。

As the goal of developing students' core qualities is put forward , a new round of curriculum reform will follow. The Ministry of Education clearly pointed out that it is necessary to optimize the teaching materials and the preparation of new textbooks is also on the agenda. The botany part is an important part of biology. The study of botany can help students understand the diversity and unity of life, establish a correct concept of life, and help people better develop, use and protect the rich plant resources on Earth. The education of the United States has always been at the forefront of the world. Its teaching materials are very abundant and feature. This article uses the three high school biology textbooks as research objects. They are high school biology textbooks published by the People's Education Press, a high school biology textbooks published by the Beijing Normal University Press, and the American high school mainstream biology textbooks. The research use the method of research Literature,the method of comparative approach and the method of questionnaire survey to analyzed the botany parts of the three versions of textbooks from the four aspects of knowledge system, experiment, illustration, and exercises. The following conclusions were drawn from the study: 1. American textbooks set up independent botanical knowledge modules, and Chinese textbooks spread botanical knowledge into different knowledge modules, mostly plant physiology knowledge. The textbooks published by Beijing Normal University Press has the most knowledge of plant physiology , but tends to list it directly. textbooks published by the People's Education Press and American emphasize the guidance and inspiration of students. 2. The textbooks published by People's Education Press has the most abundant types of sections in the part of Botany. American textbooks have merged some columns and set up some special columns. The textbooks published by Beijing Normal University Press has a few types of textbooks. 3. The experiment of botany in the textbooks published by People's Education Press and the textbooks published by Beijing Normal University Press is more scientific and rigorous, but the operation is complex . There are many kinds of experiments in American textbooks, and they are easy to draw and operate. The most important thing is sharing data through the Internet and attaching importance to the analysis of experimental results. 4. There are many chart curves in the botany part of the textbooks published by Beijing Normal University press. There are more physical maps for the textbooks published by People's Education Press. However, the color of pictures in American textbooks is more vivid and there are textual explanations. 5. There are many kinds and types of exercises for the American textbooks and the textbooks published by People's Education Press. But, American textbooks pay more attention to the investigation of the core concepts. 6. Questionnaire survey results show that both teachers and students hope to add botanical content in the textbooks and set up a plant school curriculum. Based on the above conclusions, suggestions are provided for the revision of the botany part of the textbooks published by People's Education Press and teachers' use of textbooks.