教材是课程实施的核心载体，教材的结构设计和知识表现形式是新课改中非常重要的一个环节。通过文献梳理，基于前人对教材配图的功能的研究及认知负荷理论，本文从配图的功能和文本与图片的综合学习两个角度，分析了M版高中物理必修册次配图的基本设计和分布规律，探究了教材配图功能与教学目的之间的联系、教材中图文结合与学生学习之间的联系。本研究首先系统地梳理了前人的研究，并在此基础上定量统计了所研究的教材配图，同时对统计结果进行了差异性检验，总结出教材配图的规律和变化差异，最后进行了具体的案例分析。结果表明，2019年版教材中阐明功能配图数量最多、占比最大。2019年版教材中阐明功能配图数量与2006年版教材差异显著。整体上2019年版教材的图文结合情况有利于学生学习，符合认知科学原则，图文结合方面仍有可以继续优化地方。本文最后对研究结果及研究中的不足进行了讨论，并在此基础上提出了新的研究方向和对教材配图修订的参考意见。

The textbook is the core carrier of curriculum implementation. The structure design and knowledge representation of textbook are important parts in the new curriculum reform. Based on the cognitive load theory, this study analyzes the basic design and distribution of required high school physics textbooks from two aspects: the function and the comprehensive learning of text and pictures. This study explores the relationship between the visual representation function and teaching purpose, and the relationship between the combination of text and text and students' learning. In this study, quantitative statistics and difference test methods are used to analyze the characteristics of textbook’ visual representation, summarize the rules and differences of textbook visual representation. The results show that the number of illustrated functional visual representations is the most in the textbooks. There is a significant difference in the number of illustrated functional visual representations between the 2019 textbook and the 2006 textbook. The combination of visual representations and text in the 2019 textbooks is conducive to students' learning. In the end, the study discusses the research results and the shortcomings of the research and puts forward new research directions and suggestions for the revision of the textbook.