Along with the continuous development of basic education reform, the diversified trend of textbooks is becoming more and more obvious, and the variety of textbooks is becoming more diverse, which has improved the quality of textbooks for primary and secondary schools. However, the phenomena of repetitive writing and publishing for the same level and same grade have come into being. With the three dimensional dynamic comparative research on the representative textbooks of different disciplines published in China to examine students＂ learning and development, the influence of various textbooks on teachers＂ teaching activities, and the evaluation of textbooks by teachers and students, it is found out that all versions of the textbooks have reflected the requirements of the new curriculum to some degree in promoting student-centered teaching, emphasizing inquiring activities, paying more attention to procedures and methods, etc. All the textbooks have their own merits and demerits, and there is still some room for revision and improvement of the textbooks. The main problems are that the capacity of content is inappropriate, the content is too difficult, and the considerations on students＂ individual difference, schools＂ difference, and regional difference are not taken into full account, and the effective transition between different levels of instruction is insufficient, etc. Therefore, the materials writers and textbook compilers should learn from one another and work together.%随着基础教育课程改革的逐步深入，教材多样化的趋势越来越明显，中小学教材的品种也越来越多，促进了中小学教材质量的提高，但也出现了重复编写同一水平、同一层次教材的现象。对国内各学科有代表性的教材从学生的学习和发展、对教师教学组织的影响、教师或学生对教材的评价三个维度进行动态比较研究发现，各版本新课标教材都能不同程度地体现新课标要求，追求以学生为本，重视探究活动，强调过程与方法等；各版本新课标教材各有优劣，都有修订和改进的空间，主要问题集中在内容容量不当，难度过大，对学生个体差异性、学校差异性以及地区差异性考虑得不够，各个学段之间缺乏有效衔接等方面，教材编制者应当互相借鉴。
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