不同版本的《语文》教科书中,有一些课文是同一内容,但处在不同版本之中,受不同编写人员的不同定位,各自的呈现方式和编写意图也各不相同。如果能够首先对此类课文进行比较,不仅可以更便捷地揣摩出编者意图,而且可以驾轻就熟地开始其它课文的比较研究,分享“一纲多本”带来的学术繁荣。现通过对《詹天佑》《清平乐村居》同文异本的比较,试提出以下教学改进策略。一、明晰同一课文不同的单元定位虽然是同一篇课文,在选入教科书时,不仅可以归入不同的主题单元,而且赋予的语文工具性要求也是不尽相同的,因为一篇课 Different versions of “Chinese” textbooks, some of the text is the same content, but in different versions, different positions by different writers, their presentation and preparation intent is also different. If we can compare these texts first, we can not only try to figure out the intent of editors more easily, but also start a comparative study of other texts with ease and share the academic prosperity brought about by the “One Textbook.” Now through the “Zhan Tianyou” “Qingping Le Village” with the text comparison, try to put forward the following teaching improvement strategy. First, clear the same text Different unit orientation Although the same text, in the selection of textbooks, not only can be divided into different theme units, but also given the language of instrumental requirements are not the same, because a class