教材的章首语作为单元学习的“第一印象”，承载着激发学习兴趣、引导学习方向和渗透价值观念的重要功能。本研究以人教版与上海版高中地理教材中“人口”单元的章首语为研究对象，采用文本细读与比较分析法，从叙事视角、话语风格和核心概念呈现与价值导向等维度进行深入剖析。研究发现，人教版章首语呈现出“问题导向”的理性叙事风格，强调知识的系统性与探究性；而上海版章首语则展现出“人文关怀”的感性叙事风格，注重情境营造与价值引领。两种不同的教育叙事策略反映了各自对地理学科本质和教育目标的理解，各具特色且互为补充。本研究旨在为教材编写者提供优化设计的参考，为一线教师提供创造性使用章首语的教学启示，并促进对地理教育本质的深层思考。

As the "fi rst impression" of a unit, chapter introductions in textbooks serve the important functions of stimulating interest, guiding learning, and conveying values. This study, focusing on the "Population" chapter introductions in the People's Education Press and Shanghai edition textbooks, employs close reading and comparative analysis to examine their narrative perspectives, discourse styles, presentation of core concepts, and value orientations. It fi nds that the PEP version exhibits a "problem-oriented," rational narrative emphasizing systematic knowledge and inquiry, while the Shanghai edition adopts a "humanistic", emotive narrative focused on situational context and value guidance. These distinct strategies refl ect diff ering understandings of geography's essence and educational goals, each with unique strengths. This research aims to inform textbook design, inspire teachers' creative use of chapter introductions, and encourage deeper reflection on the nature of geography education.