培养能够促进国家发展、引领民族振兴的有担当有信仰的时代新人，教育是根本。而课程教材担负着立德树人、学科育人的重要作用。以学习贯彻习近平新时代中国特色社会主义思想为主要任务及基本遵循，教育部选定了八个重大主题，并将这八个重大主题作为融入教材的重要教育领域，其中既有近些年不断强调的中华优秀传统文化教育、劳动教育、生命安全与健康教育，还有革命传统教育、国家安全教育、国防教育等重大主题，并研制颁布了一系列关于重大主题进课程教材的指南与指导纲要。作为中学阶段的重要课程，物理课程是重大主题教育的良好载体，需要结合自身学科特点，选择物理学科相关素材，引导学生感受中华民族的伟大智慧与创造才能，并认识在我国现代化建设中创新能力所处的核心地位，培养敢于创新、勇于奉献、自强不息的精神，培养学生为国奉献、服务人民的爱国精神，增强文化自信与民族自豪感。
在重大主题总体要求提出后，我们亟需对各个主题的总体要求与具体学科要求进行整理与分析，为后续教材融入做好基础工作。因此，为完成重大主题融入中学物理教材的相关工作要求，并进一步深化中学物理课程标准对于学生核心素养的要求，本研究通过整理各指南与纲要的具体要求，搭建评价框架。在评价框架的基础上，本研究选取使用较为广泛的两版本教材，对当前中学物理课程教材中重大主题教育的融入情况进行梳理统计，形成梳理成果——以编码形式呈现具体内容融入情况的统计表。结合该统计表，展开定量统计与分析。根据结果，先进行教材内部的横向与纵向对比分析，该部分对比分析工作将从定量的角度展开，聚焦完成数量，完成率，完成形式上展开比较。然后，进一步对比搭建的各重大主题学科要求框架，定性说明具体情况。最终在此基础上，对具体呈现情况展开讨论，发现当前课程教材对于重大主题融入的不足之处，并提出改进建议。

Education is fundamental in training new people of the era who have faith and can promote national development and lead national revitalization.Taking the study and implementation of Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era as the main task and basic compliance, the Ministry of Education has selected eight major themes and regarded them as important educational fields to be integrated into teaching materials, including the outstanding Chinese traditions that have been emphasized in recent years. Cultural education, labor education, life safety and health education, as well as major topics such as revolutionary traditional education, national security education, and national defense education, and developed and released a series of relevant guidelines or guidelines for major topics into course materials.
Education is fundamental to train new people of the era who have faith and can promote the development of the country and lead the revitalization of the nation. Course textbooks play an important role in cultivating people and disciplines.   And developed and published a series of important topics into the course textbook related guidelines or guidelines. As an important course in middle school, physical courses are good carriers of important subject education. It is necessary to select relevant materials of physical disciplines in combination with the characteristics of their own disciplines, guide students to feel the great wisdom and creativity of the Chinese nation, recognize the core position of innovation ability in China's modernization construction, cultivate the spirit of daring to innovate, daring to contribute, and persistent self-reliance, and cultivate students'minds of the motherland, Serve the patriotism of the people and enhance cultural confidence and national pride.
After the general requirements of major topics are put forward, we need to collate and analyze the general requirements and specific subject requirements of each topic, so as to do a good job in the basic work for the subsequent textbook integration. Therefore, in order to complete the major topics into the relevant work requirements of middle school physics textbooks, and further deepen the requirements of middle school physics curriculum standards for students'core literacy, this study sets up an evaluation framework by collating the specific requirements of each guide and outline. On the basis of the evaluation framework, this study selected two versions of textbooks which are widely used to comb statistics on the integration of major subject education in the current middle school physical course textbooks, forming combing results - a statistical table showing the specific content of the integration in the form of codes. Combined with this statistical table, quantitative statistics and analysis are carried out. Based on the results, the horizontal and vertical comparative analysis within the textbook is carried out first. This part of the comparative analysis will be expanded from a quantitative perspective, focusing on the number of completions, the completion rate, and the completion form. Then, it further compares the frameworks of major subject requirements and qualitatively describes the specific situation. Finally, on this basis, the specific presentation is discussed, and the inadequacies of the current course textbook on the integration of major topics are found, and suggestions for improvement are made.