随着基础教育改革的不断推进，针对如何落实课程改革决策、切实完成高中物理课堂教学从知识技能到核心素养的重大改变，培养能自主学习、批判性思考、整合信息、解决实际问题、有终身学习能力的新型人才，成为当前至关紧要的任务。而深度学习则为其提供了一个新的研究视角。本文从深度学习这一新角度研究新授课研究高中物理教学策略和教学评价，丰富和发展物理教学理论体系。将深度学习的理念与物理学科教学实践相结合，旨在为新课程背景下的高中物理教学提供多个教学案例和策略参考，有助于深度学习在一线教学中的进一步推广。

围绕深度学习在高中物理教学策略研究这一主题,进行了以下研究活动:首先在对深度学习相关理论文学习调研基础上，阐明了深度学习有什么内涵、特征、以及现有的评价方式和教学评价标准。之后开展了两轮教学实践，第一轮针对选修3-1进行，初步提出了指向深度学习的设计流程和教学策略，重点在实践中探索了新授课中概念课和规律课的实施，边实践边反思。第二轮教学实践对第一轮出现的问题进行改进优化，针对选修3-2进行。首先对《电磁感应》和《交变电流》进行单元前测了解学情，结合高中物理课程标准，从提升学生学科核心素养的角度出发，提出了包含单元目标、教材概述、结合学情的教学建议三方面的单元分析，进一步从学习目标、学习内容、学习活动和学习资源四方面制定单元学习规划，从评价目标、评价任务、评价标准和评价方式四方面制定持续性评价方案，最后再进行指向深度学习的课时教学设计。接着在实验组进行了深度教学实践，在对照组进行了常规的物理教学。结合案例分析，进一步提炼概括出了优化修正之后的促进学生深度学习的教学策略。

指向深度学习的高中物理新授课教学在实施前，应按照以下流程做好前期准备：单元学情调研、单元分析、单元学习规划、单元持续性评价方案和课时教学设计。每个课时要设计深度学习目标、开发学习资源、创设真实情境，可利用任务驱动学习提高参与度、基于问题学习发展高阶思维、提倡反思性学习渗透元认知策略、利用概念图进行教学整合知识构建体系。用课堂观察和学生课后反思自评的方式进行了过程性评价，从认知、思维结构、动作技能和情感四个维度编制了检测问卷进行了总结性评价，发现实验组学生的深度学习水平优于对照组，可见指向深度学习的物理新授课教学可以促进学生深度学习水平的提高。

With the continuous advancement of basic education reform and the implementation of the curriculum reform, it has become crucial to cultivate new talents who can learn independently, think critically, integrate information, solve practical problems, and have lifelong learning abilities to effectively complete the significant changes from knowledge and skills to core competencies in high school physics teaching. Deep learning just provides it with a new research perspective. This article studies the teaching strategies and evaluation of high school physics education from the perspective of deep learning to enrich and develop the theoretical framework of physics teaching combining the concept of deep learning with physics teaching practices, aiming to provide multiple teaching cases and strategies for high school physics teaching in the context of the new curriculum, and further promote deep learning in practical teaching.

With the theme of the reserach into how to apply the strategy of deep learning to high school physics teaching, the following activities were conducted: Firstly, based on a review of relevant theory and research on deep learning, the connotation, characteristics, teaching strategy patterns, and evaluation standards for high school physics teaching in the context of the new curriculum were elaborated. After that, two rounds of teaching practice were carried out. The first round was carried out for elective 3-1, and the design process and teaching strategy for deep learning were preliminarily put forward, in practice, the author mainly explores the implementation of concept class and law class in the new teaching, and reflects on it while practicing. The second round of teaching practice of the first round of problems to improve and optimize, for elective 3-2. First of all, the electromagnetic induction and alternating current will be pre-tested to understand the learning situation and combine with the senior high school physics curriculum standards to enhance students' core competence, this paper puts forward the unit analysis which includes the unit objective, the summary of the teaching materials and the teaching suggestions according to the learning conditions, further from the learning objectives, learning content, learning activities and learning resources four aspects of the development of unit learning planning, this paper makes a continuous evaluation plan from four aspects of evaluation goal, task, standard and method, and then designs the teaching hour which points to deep learning. Then the experiment group conducted in-depth teaching practice, in the control group conducted a regular physical teaching. Combined with the case analysis, further refined a summary of the optimization of the revised teaching strategies to promote students' in-depth learning.

 Before the implementation of the new teaching of physics in senior high school, the preparation should be done according to the following procedures: unit study investigation, unit analysis, unit study planning, unit continuous evaluation and class teaching design. Each class hour must design the depth study goal, the development study resources, creates the true situation, task-driven learning can be used to improve participation, problem-based learning to develop higher-order thinking, promoting reflective learning to infiltrate metacognitive strategies, and using concept maps to construct knowledge-integrated teaching system. By using the methods of classroom observation and self-evaluation after class, this paper makes a process evaluation, and makes a summative evaluation by compiling a test questionnaire from four dimensions of cognition, thinking structure, action skill and emotion, it is found that the experimental group is better than the control group in the level of deep learning, which shows that the new teaching of physics can improve the level of students' deep learning.