2018年1月颁布的《普通高中物理课程标准》（2017年版）提出了围绕物理观念、科学探究、科学思维和科学态度与责任感的核心素养目标，并且倡导以创设情境为基础的物理课堂教学。本文首先从理论上寻找了情境化教学的理论基础，通过对课堂观察、问卷调查的方式对高中物理教学中教师和学生进行了现状分析，并且以案例研究和实践研究的方式进一步探讨了情境化教学模式的形成策略和情境化教学模式对学生掌握物理知识、提升物理学习兴趣等方面的影响。 情境创设能够调动学生的多种感官，是科学学习的方法；情境创设也是学生思维活动的开端，没有情境的知识学习是把身体和头脑孤立开来的，而且情境跟物理知识之间并没有明确的划分，从学生的思维角度来说，情境本身也是学习和记忆的一部分；从现代物理教学理论来看，无论是概念课、规律课、实验课还是复习或者习题课，都需要大量经验事实或者结合具体的实际情境来开展。 对教师和学生的现状分析结果显示，情境创设在物理教学中的重要性普遍得到教师认可，但是在物理课堂评价标准下却地位不高，大部分教师有意识地在物理教学中联系生活实际，创设真实的情境，但局限于教学理论的支撑不足，在习题课上，大部分教师和学生都倾向于不创设情境的方式。通过案例分析，无论哪种课堂上创设情境均具备可行性，同时创设真实情境对于活跃课堂氛围、提高学生参与课堂均起到了很好的效果。 在实践研究中，情境化教学模式对学生掌握物理知识、提高学习效率和激发物理学习兴趣等方面产生了更有利的影响。 但是，在新课标下展开情境化教学模式需要物理课堂评价标准的支撑，因此，完善新课程物理课堂评价标准需要进一步的研究，同时，情境化教学模式的形成策略还需要更多的案例和教学理论进行补充和完善。

The "Ordinary High School Physics Curriculum Standards" promulgated in 2017 puts forward the core literacy goals around physics concept, scientific inquiry, scientific thinking and scientific attitude and responsibility, and advocates physics classroom teaching based on creating context. This paper firstly seeks the theoretical basis of contextualized teaching. Through the observation of classrooms and questionnaires, the author analyzes the status quo of teachers and students in high school physics teaching, and further discusses contextualization by means of case studies and practical research. The formation strategy of teaching mode and the contextualized teaching mode have an impact on students' physics knowledge and interest in physics learning. In summary, situational creation can mobilize students' multiple senses, which is the method of scientific learning; situational creation is also the beginning of students' thinking activities. Knowledgeless learning without context is to isolate the body and mind, and context and physical knowledge There is no clear division between the two. From the perspective of students' thinking, the situation itself is also a part of learning and memory. From the perspective of modern physics teaching theory, whether it is a concept class, a regular class, an experimental class or a review or a problem class, A large number of empirical facts or combined with specific actual situations. The analysis of the status quo of teachers and students shows that teachers are generally recognized for the importance of context creation in physics teaching, but they are not in a high position under the physics classroom evaluation standards. Most teachers consciously contact life in physics teaching. Creating a real situation, but limited by the lack of support for teaching theory, in the course of the class, most teachers and students tend not to create a situational way. Through case analysis, no matter what kind of situation is created in the classroom, it is feasible, and creating a real situation has a good effect on the active classroom atmosphere and improving students' participation in the classroom. In practical research, the contextualized teaching model has a more beneficial effect on students' mastery of physics knowledge, improving learning efficiency and stimulating physics learning interest. However, the development of the contextualized teaching model under the new curriculum standard requires the support of the physics classroom evaluation standard. Therefore, it is necessary to further study the improvement of the physics classroom evaluation standard of the new curriculum. At the same time, the formation strategy of the contextualized teaching model needs more cases and Teaching theory is supplemented and improved.