自2017年教育部重新颁布《普通高中物理课程标准》以来，许多省份都进入新教材的使用阶段。笔者所在的新疆维吾尔自治区自2021年秋季学期开始使用新教材，至今已进入第三个年头，新课标、新教材与旧课标、旧教材相比存在着哪些方面的差异？新高考和新课标、新教材存在着怎样的关系？在近三年的教学过程中，新课标、新教材的提出和使用对一线教师的教学产生了何种影响？教师教学中是否体现了新课标、新教材所作出的改动？这些改动对教师未来的教学有何指导意义？这是本文希望厘清和解决的问题。

本文首先对新旧课标的课程理念进行对比。结合新旧课标，对新教材的选择性必修一和选择性必修三与旧教材中相关内容进行对比，发现它们在内容结构、与课标匹配程度上的异同。以某一课例为例，研究在新课标新教材背景下教学设计与旧课标旧教材教学设计的不同点。对近三年来我省使用的高考乙卷及2023年新课标卷中与这些内容有关的试题进行对比，分析高考试题与新课标、新教材的关系。最后结合教材对比和高考题对比得出的新课标、新教材的特点，对笔者所在地区的高中物理教师以问卷调查和访谈的形式观察新课标、新教材在一线教师教学活动中的实施情况及对教学产生的影响。

通过对比新旧课标的教学理念，发现新课标在提出物理核心素养的同时还强调物理课程要服务于学生的终身发展。通过对比新旧教材中相关内容，发现新教材在这些方面相比旧教材有更大进步：①章节题目紧扣内容主题；②强化学生实验在教材中的重要地位；③重视物理情境的创建；④章节分布相比旧教材更加紧凑、课时容量更大；⑤编制水平有较大提高。通过对比近三年高考试题，得出如下建议：①重视新教材中“问题”“实验”“科学漫步”模块；②关注新课标在实际情境中解决问题的要求；③关注新课标和新教材在物理实验模块的更高要求。通过对一线教师进行问卷调查和访谈，发现实际教学中存在如下问题：①对新课标、新教材的了解还不够深入；②对新课标和新教材中要求的实验重视程度不够；③对学生使用新教材的要求程度不够；④对创建物理情境的重视度不够；⑤对学生的评价方式比较单一。通过对部分学校在新课标、新教材实施情况方面的举措来看，发现：①学校在教师培训和教研的形式上不够新颖；②忽视了教学硬件水平的提升。通过对调查和访谈的结果进行整理、分析得到如下结论：①教师要在未来的教学中深入研究新课标的内涵；②教师要在未来的教学中更多关注学生的实验能力；③教师和学生都要回归教材，关注课后习题；④提高教师关于情境构建方面的重视度和能力；⑤教师要关注对学生的过程性评价，鼓励学生自主学习；⑥以备课组或教研组为单位开展组内研学活动；⑦重视教师培养；⑧提高高中物理实验室的硬件水平；⑨优化和丰富对学生的评价体系。

Since the Ministry of Education reissued the "Regulations on the Implementationof the Ordinary High School Physics Curriculum Standard" in 2017, many provinces have entered the stage of using new textbooks.The author's region of Xinjiang UygurAutonomous Region started using the new textbooks in the autumn semester of 2021, and it has now entered its third year. What are the differences between the new curriculum standard and textbooks compared to the old curriculum standard and textbooks? What is the relationship between the new college entrance examination and the new curriculum standard and new textbooks? In the past three years of teaching, what impact has the introduction and use of the new curriculum standard and newtextbooks had on the teaching of frontline teachers? What differences exist compared to the old curriculum standard and old textbooks?Whether the changes made by the new curriculum standard and textbooks are reflected in teachers' teaching? What guiding significance does it have for teachers' future teaching? This is what this article hopes to clarify and solve. 

This article compares the curriculum philosophies of the old and new curriculumstandards at first.Combining the old and new curriculum standards, this articlecompares the content structure and the degree of matching with the curriculum of the optional compulsory modules one and three in the new textbook with the relevant content in the old textbook, and identifies their similarities and differences in terms of content structure and the degree of matching with the curriculum standard.Taking a certain lesson as an example, investigate the differences between teaching designIIIABSTRACTunder the background of the new curriculum standard and new textbooks compared to teaching design under the old curriculum standard and old textbooks. This article compares the questions related to these contents in the past three years' college entrance examination (B-paper) in our province and the new curriculum standard paper in 2023, and analyzes the relationship between the college entrance examination questions and the new curriculum standard and new textbook. Finally, based on the comparison of textbooks and the comparison of college entrance examination questions, the characteristics of the new curriculum standard and new textbooks are observed. A questionnaire survey and interviews were conducted with high school physics teachers in the author's region to investigate the implementation of the new curriculum standard and new textbooks in frontline teachers' teaching activities and their impact on teaching. 

By comparing the teaching philosophies of the old and new curriculum standards, it was found that the new curriculum standard emphasizes that physics courses should serve the personal lifelong development of students while proposing the core qualities of physics.By comparing the relevant content in the old and new textbooks, it was found that the new textbook has made greater progress in these aspects compared to the old textbook: 1) Chapter titles closely correlate with content themes; 2) Emphasize the important position of student experiments in the textbook; 3)Attaching importance to the creation of physical scenarios;4) The chapter distribution is more compact and the class time is more abundant compared to the old textbook; and 5) The level of editing has significantly improved.By comparing the college entrance examination questions in the past three years, the following suggestions are made: 1) Attach importance to the "Questions", "Experiments", and "Science Walk" modules in the new textbook; 2) Pay attention to the requirements of the new curriculum standard for solving problems in practical situations; and 3) Pay attention to the higher requirements of the new curriculum standard and textbook for physics experiments. Through a questionnaire survey and interviews with frontline teachers, it was found that there are the following issues in practical teaching: 1) Insufficient understanding of the new curriculum standard and new textbooks; 2) Insufficient emphasis on the experiments required in the new curriculum standard and new textbooks; 3)Insufficient attention to the requirements for students to use the new textbook; 4)Insufficient emphasis on creating physical scenarios and 5) Single evaluation method for students. Based on the initiatives taken by some schools in implementing the new curriculum standard and textbooks, it was found that: 1) schools have not innovated their methods of teacher training and teaching research; and 2) Neglected the improvement of teaching hardware level. Based on the analysis and collation of the interview results, the following conclusions were drawn: 1) Teachers should conduct in-depth research on the connotation of the new curriculum standard in future teaching; 2) Teachers should pay more attention to students' experimental abilities in future teaching; 3) Both teachers and students should return to the teaching materials and focus on the after-class exercises; 4) Teachers should increase their emphasis and ability on scenario construction; 5) Teachers should focus on formative evaluation of students and encourage independent learning; 6) Conduct in-group research and learning activities based on grade-level teams or teaching and research groups; 7)Emphasize teacher training; 8) Improve the hardware level of high school physics laboratories; 9) Optimize and enrich the evaluation system for students.