教材选篇是语文教材的核心组成部分，是教师实施语文课程、学生进行语文学习最主要的文本资源。选篇标准决定着语文教材选篇面貌，对其开展研究，有助于丰富语文教材研究理论、保障语文教材建设质量。本研究聚焦于中学语文教材选篇标准，旨在梳理我国中学语文教材选篇标准的历史沿革，明确当代中学语文教材选篇标准的建构理念，在此基础上采用专家论证法建构当代中学语文教材选篇标准并提出应用建议。

研究发现，我国中学语文教材选篇标准在不同历史时期，分别呈现出以“应世实用”与“启发民智”为中心、在“重质轻文”与“文质兼美”中游移、以“面向时代”与“以人为本”为中心等样貌。深入分析可知，不同时段的社会背景影响着语文学科的功能定位与育人目标，进而影响到中学语文教材选篇标准的内容取向；中学语文教材选篇的性质和功能则决定着选篇标准的表述框架与维度。在当代，语文教育的目标在于促进人的“全面发展”，语文学科的主要任务为发展学生的语文核心素养，中学语文教材选篇标准也应随之作出调整。当代的中学语文教材选篇作为“优质文本”，具备语言作品的本体价值；作为“教学载体”，具备教学材料的育人价值；作为“教材构件”，具备服务编排的类型价值。基于理论分析与实践指向的操作逻辑，本研究建构了包含“宏观”“中观”“微观”三个层级的当代中学语文教材选篇标准。“宏观标准”用以选出“有资格入选中学语文教材的篇目”，包含“思想性”“典范性”“时代性”“适切性”四个基本维度；“中观标准”用以选出“有资格在中学语文教材中固定存在的篇目”，包含“满足符合新时代教育方针政策”“满足学生语文核心素养发展需要”“满足教师语文课程实施需要”三个基本维度；“微观标准”用以选出“中学语文教材中不同文类的具体篇目”，包含古诗词、文言文、现当代作品与外国作品四个基本类型。
本研究尝试在认识论层面破解语文教材选篇标准研究缺乏系统思考与科学阐释的问题，所建构的中学语文教材选篇标准对教材编选、修订、评价与使用具有参考价值。限于研究能力，本研究仍存在问题与不足：历史研究中侧重对经典观点的梳理，未对具体教材进行内容分析；框架研究中侧重概念阐释，未能结合具体文本展开说明；专家论证法的使用和论文语言表述方面有待进一步规范。

Text selection is the core component of language textbooks, providing the principal textual resources for teachers to conduct language courses and for students to engage in language learning. The criteria for text selection dictate the composition of language textbooks, and conducting research on these criteria contributes to both enriching the theoretical framework of language textbook research and ensuring the quality of language textbook development. This research concentrates on the criteria for selecting texts in secondary school language textbooks, aiming to trace the historical evolution of these criteria in China, clarify the conceptual foundation for contemporary text selection criteria, and, on this basis, develop contemporary criteria using expert argumentation, while also offering application recommendations. 

Research reveals that the text selection criteria for secondary school Chinese textbooks in China have historically centered on themes of "practicality and relevance" and "inspiring wisdom", oscillated between "valuing content over form" and "seeking harmony between content and form", and evolved to embrace "contemporary relevance" and a "people-centric" approach. Further analysis indicates that the societal context of each era has shaped the discipline of Chinese language and its educational goals, thereby influencing the content and value orientation of text selection criteria. The inherent nature and function of texts within secondary school Chinese textbooks have consequently defined the framework and dimensions for these criteria. A detailed analysis reveals that the societal contexts of various eras influence the characteristics and educational goals of the Chinese language discipline, which in turn impacts the content and value orientations of text selection criteria in secondary school textbooks. Moreover, the intrinsic properties and purposes of texts in these textbooks dictate the framework and dimensions of these selection criteria. In the contemporary context, Chinese education aims to foster holistic development, with the discipline's primary mission being to cultivate students' core Chinese literacy. Consequently, the nature and functions of texts within secondary school Chinese textbooks, as well as the criteria for their selection, must evolve. Modern selections are deemed "high-quality texts", possessing intrinsic linguistic value, they serve as "teaching mediums", offering educational value, and as "curricular components", they provide structural value for curriculum design. This study has developed a set of criteria for the contemporary selection of texts in secondary school Chinese textbooks across three levels: macro, meso, and micro. The "macro criteria" identify texts worthy of inclusion in textbooks based on ideological depth, exemplarity, contemporaneity, and relevance. The "meso criteria" select texts that align with modern educational policies, meet the developmental needs of students' core Chinese literacy, and fulfill teachers' instructional requirements. The "micro criteria" focus on selecting specific texts from diverse genres, including ancient poetry, classical Chinese, modern and contemporary works, and foreign works. 
This research addresses the epistemological gaps in the study of text selection criteria for Chinese textbooks, providing a theoretical framework that guides the compilation, revision, evaluation, and application of these materials. Limited by the research ability, this study still has some problems and shortcomings. The historical research focuses on the sorting out of classical views, and does not analyze the content of specific textbooks. The concept of the middle side of the framework study is explained, and the explanation fails to be combined with specific texts. The use of the expert argumentation method and the language expression of the paper need to be further standardized.