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Twentieth century national education has undergone three major education reforms, every core of educational reform is the curriculum reform, curriculum reform, the most important task is to write a textbook, so each country in different periods of the education reform will spread to the preparation of textbooks . Course is an important guarantee to achieve the aims of education, curriculum and textbooks is an important foundation and media. As an important carrier of knowledge, both teachers coached the basis for textbooks, but also the students learning resources, teaching materials with indelible important role. At the same time, no matter which set of textbooks has its distinct regional and characteristics of the times, it is a country's political, economic, cultural, scientific highly reflected. In this context, to make the textbook reform to be successful and to achieve a wide range of adaptability, textbook reform requires not only summed up his experience, but also to learn from other developed materials advantages. After the founding of our country has experienced eight reform of basic education, while Japan after World War II has gone through six educational reform. From the time, frequency and purpose of point of view, China and Japan to achieve education curriculum reform were similar. Country and Japan have recently carried out on the high school chemistry curriculum reform in Japan in 1999 enacted a new study guide essentials, beginning with the 2003 implementation of the new curriculum textbooks has been supporting national use; Ministry of Education also issued in 2003 chemistry curriculum standards (experimental), under the new class textbook chemistry experiments already in 2004 in Shandong, Guangdong, Hainan, Ningxia and trial. In view of this, this paper the use of literature and comparative methods from two high school chemistry textbook evolution of existing textbooks (country: People's Education Press, 2004 edition of \), Japan: The Great Japanese Books Ltd. 2006 (Heisei 18 years) fourth edition of the high school science textbook (Chemistry Ⅰ, chemical Ⅱ) course objectives, content standards, content selection, basic theoretical knowledge, knowledge element compounds, chemical experiments, Exercises layout and column settings, and several other aspects of the comparison and analysis, in-depth discussion of their own characteristics and advantages and disadvantages. In the teaching of high school chemistry textbook content design, learning processes and methods, the preparation of concept, evaluation methods and other aspects of learning characteristics, in particular in: to solve the problem as the center of the preparation methods, focusing on independent learning, diversification of forms of classroom activities , exercises arrange a hierarchy and openness and so on. The Japanese textbooks layout design, illustrations, covering a wide range, attention choreography detail (such as with a knowledge index, column settings, chemistry history chronology, etc.) and to scientific inquiry as the center. These will be our high school chemistry textbook writing and revision of textbooks in the establishment of an open system, a complete knowledge of systematic, improve layout, coordination graphic layout, improved ease of use textbooks, innovative exercises designed to strengthen the exploration activities, improve the school-based evaluation provide material, reference and basis.
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