本文从诗体、诗人、内容等视角对日本高中《国语综合》中的汉诗选篇进行了分类统计。并将“诗仙”李白作为个案,发现教材中多选录其“思乡”、“送别”主题的绝句。这不仅在于李白的生平经历推动了该内容诗歌的创作,数量颇多,艺术价值极高;也在于该内容的诗歌符合日本社会的“人情”观。除此之外,还对教材中“二白”地位的变化轨迹进行勾勒,发现李白后来居上的这一现象与日本人的审美变化及中国文学思潮的东渐扶桑有着密切的关联。而在汉诗教学上,日本除了重视朗读、想象这一普遍环节外,还呈现出符合民族个性的特点,即非常注重文史地的结合以及对自然风光的感受,特别是对色彩的解读。通过对教材的研究,既可以窥探当今日本汉文教育的现状和教育理念,又可以起到抛砖引玉的作用,将日本汉文教育研究介绍到中国的同时,希望能给中国国内语文教材资源的开发和古诗教学提供一定的借鉴。 This article classifies the Chinese poems selected from the “Mandarin Comprehensive” in Japanese high school from the perspectives of poetic style, poet and content. And the “poem” Li Bai as a case, found in the textbook more than select its “homesick”, “farewell ” theme quatrains. This is not only because Li Bai’s life experience promoted the creation of the content poetry, but also represented a large number of art values. The content of poetry also conformed to the view of “human sentiment” in Japanese society. In addition, we also outline the changing trajectory of “Bai Bai ” in textbooks and find that the phenomenon that Li Bai came from behind is closely related to the aesthetic changes of Japanese people and the gradual easing of Chinese literary trends. In the teaching of Chinese poetry, Japan attaches importance to reading and imagining this common part, but also shows the characteristics of national personality, that is, it attaches great importance to the integration of literature and history as well as to the feeling of natural scenery, especially the interpretation of color. Through the study of textbooks, we can not only glance at the status quo and educational philosophy of today’s Chinese education, but also serve as a valuable guide to the introduction of Japanese Chinese education and research in China at the same time, hoping to give the development of Chinese language teaching materials and ancient poetry Teaching to provide some reference.