随着信息技术的快速发展，计算机辅助教学已经成为高中物理教师必须进行学习和研究的重要手段，应用信息技术，可以使抽象的物理过程更加形象化。然而，信息技术与物理的整合教学依然非常冷清，传统物理教学仍然占据主流。笔者根据目前的现状，将MATLAB与高中物理教学进行整合，对动力学部分难点进行可视化应用，编写相应的教学设计，进行教学实践，然后通过测试、问卷调查等形式检测教学结果并加以分析，最终得出结论。本文的工作主要包括两大部分。 第一部分，利用MATLAB对动力学部分内容可视化。首先在动力学中精选四个典型问题，分别是“动态平衡”、“竖直面内的圆周运动”、“单摆类问题”、“万有引力定律的应用”，利用MATLAB编程，对其相应的物理过程可视化，然后利用MATLAB图形用户界面功能，将所有的程序合为一个GUI，使得操作更加简单，更加方便。 第二部分，将制作的GUI用于教学实践并进行教学效果的检测。首先编写相应的教学设计，设置对照组和实验组，以第一次模块考试成绩作为两个班级的基础成绩，然后编写教学测试题，分别在2018年10月初和12月中旬两次模块考试的前一周开展教学，在教学前后对两个班级的同学进行前测与后测，即文中提到的周测题A与周测题B，在教学实践后，对实验组的全体学生进行问卷调查，并分析结果。在12月下旬，笔者对一线物理教师进行为期三天的访谈，并对访谈结果也进行分析。 笔者通过对比分析两次模块考试成绩，两次周测题的成绩，发现两个班级在两次大考和两次周考前后都有一定的进步，但从各分数段人数、平均分以及优秀率、及格率和低分率来看，实验组均要比对照组好。总的而言，MATLAB整合物理教学，提高了学生物理学习的积极性，加深了学生物理观念的形成，从而提高了学生的物理成绩。

With the rapid development of information technology, Computer-assisted instruction has become an important means for high school physics teachers to learn and study. Applying information technology can make abstract physical processes more visual. However, the teaching of information technology and physical integration is still very deserted, and traditional physics teaching still dominates. According to the current situation, the author integrates MATLAB with high school physics teaching, visualizes some difficult points of dynamics, writes corresponding teaching design, conducts teaching practice, and then tests and analyzes teaching results through tests and questionnaires,and final conclusion. The work of this paper mainly includes two major parts. In the first part, MATLAB is used to visualize the content of the dynamic part. Firstly, four typical problems are selected in the dynamics, namely “dynamic balance”, “circular motion in vertical plane”, “single pendulum problem” and “application of universal gravitation law”. Use MATLAB programming to visualize the corresponding physical processes, and then use MATLAB graphical user interface functions to combine all the programs into one GUI, making the operation simpler and more convenient. The second part is to use the produced GUI for teaching practice and to test the teaching effect. First, write the corresponding teaching design, set the control group and the experimental group, and use the first module test score as the basic score of the two classes. Then write the teaching test questions,teaching in the week before the two module exams in early October and mid-December 2018, and perform pre-test and post-test on the students of the two classes before and after the teaching, that is, the weekly test A and the weekly test B mentioned in the article. In the process of teaching practice, the author conducted a questionnaire survey on all students in the experimental group and analyzed the results. In late December, the author conducted a three-day interview with the first-line physics teacher and analyzed the interview results. By comparing and analyzing the scores of the two modules and the results of two weekly test questions, the author found that the two classes had some progress before and after the two major exams and two weekly exams. However, from the scores of the scores, the average score, the excellent rate, the pass rate and the low score, the experimental group is better than the control group. In general, MATLAB integrates physics teaching, which improves the enthusiasm of students' physics learning and deepens the formation of students' physics concepts, thus improving students' physical achievements.