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.