Great changes have taken place in primary school coursebooks of nature and science over the past six decades. Seven sets have been published from 1951 to 1992 that are for national use, while during the cultural revolution, differed regional editions are compiled. Primary school coursebooks become diversified since around 1986. The guiding principles vary in imparting knowledge, competency development, cultivation of scientific literacy. The structure undergoes narrative or deductive, observing or inductive, and thematic or integrative types. The focus switches from imparting of knowledge to developing scientific literacy. Yet, reforms are needed to properly handle the coursebooks in terms of fundamentality, adaptability, profundity, authority and binding.