首先阐述了研究背景、研究现状和研究方法，再对课程思政的发展和内涵进行相关的综述。以广州市的 138 位中学生和13 位一线教师作为调查对象。通过 spss26.0 以及图表的整理回收的数据，然后通过分析发现，学生和老师对于课程思政的认知均不足，大部分老师都有意识在课堂中融入思政教育，但是对于物理课程思政可以包含什么内容认知不足，同时在开展过程中也面临了很多困难，如素材不够，不知道如何开展等。而学生对于物理课程思政认识也不深，虽然从实施状况调查能看出还是有一定成效，但是在学生思维里面，部分学生认为物理与思政无法结合，不应该浪费课堂时间开展思政教育，目前存在学生的认知不足，及态度不端正等问题。从课标、教材、课外三个方面整理了必修一相关思政元素素材，并给出如何开展课程思政的三条教育策略，同时依据策略撰写了一篇教学设计案例。最后就如何建立和完善课程思政的评价体系进行了相关的讨论。综合发展历程、调查结果，挖掘相关思政元素素材，讨论实施策略和评价体系。经统计发现粤教版必修一在辩证唯物主义认识论、科学思维、质疑创新、科学探究、社会责任这种思政元素下所含素材数较多，而国家认同和国际合作方面所含素材较少的结论。而关于物理课程思政开展策略，认为可以依托物理实验、讲授物理思维方法、充分挖掘物理学史这三个方面进行。而在现今高考评价体系下，笔者认为教师和学生都应该开展评价。教师的物理教学评价不应该只鉴定教学质量和效果，更应该细化考核标准，将开发物理教材思政资源能力、融合能力、把握学生思想状况能力也算进重要考核标准。而学生的评价，则应该进行全过程多方面的评价。我们应该根据自身国情和教育特色去开展学科思政渗透，同时考虑是否可以吸收国外的路径策略，以完善我国的思想政治教育体系。

Firstly, the research background, current research status, andresearchmethods were elaborated, followed by a relevant review of the development andconnotation of curriculum ideological and political education. 138 middleschoolstudents and 13 frontline teachers in Guangzhou were selected as thesurveysubjects. Based on the data collected through SPSS 26.0 and the organizationofcharts, it was found through analysis that both students and teachershaveinsufficient understanding of ideological and political education in the curriculum.Most teachers are conscious of integrating ideological and political educationintothe classroom, but they have insufficient understanding of what content canbeincluded in physics curriculum ideological and political education. At thesametime, they also face many difficulties in the process, such as insufficient materialsand not knowing how to carry out it. However, students do not haveadeepunderstanding of ideological and political education in physics courses. Althoughthe implementation status survey shows that there is still some effectiveness, somestudents believe that physics and ideological education cannot be combinedintheirthinking, and that classroom time should not be wasted to carry out ideological andpolitical education. Currently, there are problems such as insufficientunderstanding and incorrect attitudes among students. We have organized materials on ideological and political elements relatedtocompulsory one from three aspects: curriculum standards, textbooks, andextracurricular activities, and provided three educational strategies onhowtocarryout ideological and political education in the curriculum. At the same time, we have written a teaching design case based on these strategies. Finally, relevantdiscussions were conducted on how to establish and improve the evaluationsystemfor ideological and political education in courses. Based on the comprehensivedevelopment process and investigation results, explore relevant ideological andpolitical elements, discuss implementation strategies and evaluationsystems.According to statistics, it was found that the Guangdong EducationPressCompulsory One contains more materials under the ideological andpoliticalelements of dialectical materialism epistemology, scientific thinking, questioningand innovation, scientific exploration, and social responsibility, whiletheconclusion is that there are fewer materials in terms of national identityandinternational cooperation. As for the strategy of carrying out ideological andpolitical education in physics courses, it is believed that it can be basedonthreeaspects: physics experiments, teaching physics thinking methods, andfullyexploring the history of physics. Under the current evaluation systemof thecollegeentrance examination, the author believes that both teachers and studentsshouldconduct evaluations. The evaluation of physics teaching by teachers shouldnotonly evaluate the quality and effectiveness of teaching, but alsorefinetheassessment standards, including the ability to develop ideological andpoliticalresources in physics textbooks, integration ability, and grasp the ideological statusof students. The evaluation of students should be conducted in multipleaspectsthroughout the entire process. We should carry out disciplinary ideological andpolitical infiltration based on our own national conditions and educational characteristics, while considering whether we can absorb foreignpathstrategies to improve our country's ideological and political educationsystem.