Physics originated from the observation and study of nature, which is the living environment of human beings, so physics is closely related to life and is an out-and-out life science. Therefore, our physics teaching should also be based on life, let physics originate from life and serve life, and finally realize the core concept of education-"life education". Therefore, this paper focuses on the life-oriented elements contained in the new textbooks, deeply understands the life-oriented teaching concept of the new curriculum, seeks a simple but not simple life-oriented teaching mode, closely links physics teaching with students' lives, and scientifically launches thinking and exploration around what is happening in the surrounding world, thus more effectively stimulating students' interest in learning physics. Keywords: senior high school physics; Physics teaching Life-oriented physics studies the most basic laws of motion in nature, and the physical phenomena in nature contain infinite mysteries, so it should be full of fun to know this subject in the process of exploring physical phenomena. The objective existence and combination of these two aspects is the key to the construction of physics curriculum and the starting point of physics curriculum design. One of the main ideas of the new physics curriculum is "from life to physics, from physics to society". Students will eventually go to society and life. Only by reflecting the needs of society and life, helping students understand society and life, and making the school a part of society and life, can the essential function be embodied. The boundary of life is the boundary of education, and the scope of life is the scope of curriculum, so the new curriculum design and teaching content are closer to life. Starting from students' real life and future development as far as possible, the textbooks of various subjects have added learning contents closely related to today's social life, especially those closely related to new problems, situations and topics in current study life, current social reality, modern technology and production practice. The return of curriculum to life does not mean a simple copy of life, and the boundary between curriculum and life disappears, which is a one-sided understanding of vulgarization of curriculum. In another sense, the return of curriculum is the active construction of curriculum, which endows the curriculum with deeper connotation. As a life entering the curriculum, it is not a fragmented life, but a life with specific significance after proper processing and refining. Every teacher should pay attention to the existing experience and life reality of the students in his class, so as to be more conducive to students' learning and use. First, introduce the new lesson with life examples. For example, to talk about the nature of gas, we can start with the story. A foreign head of state was surprised to see that the popcorn machine in China could puff rice into crispy popcorn. Later, at the end of his visit to China, the head of state ordered many such machines, which he called "rice filling machines". Students must have eaten popcorn, and they must also like it. Up to now, the existing popcorn machine has been transformed from the original closed container (sweetener is saccharin) into an unsealed pressure cooker (sweetener is sugar and cream), which is more convenient and nutritious. Why can these grains be transformed into crispy snacks several times larger than it? We can make full use of the equipment in our lives as instruments for demonstrating experiments. For example, when we talk about Newton's first law, we can replace the teacher's demonstration experiment with glass balls that are common in life. The specific method is as follows: put a glass plate the size of a book on a horizontal desktop, put ten glass balls on the plate, put the balls into the bowl one by one with a spoon (the balls rolled out of the glass plate can't be loaded any more), see who can load more in 15 seconds, and then discuss the secret of winning. For another example, when talking about the phenomenon of self-induction, we removed the ballasts of more than 50 waste fluorescent tubes, so that every student could feel the self-induced current. The specific method is as follows: Hold the two terminals of the ballast with both hands, connect them directly to the two poles of a dry battery, and then suddenly disconnect the dry battery (note that the two terminals of the hand and the ballast should never be separated). In this way, every student has the opportunity to do it, and it is possible to make the demonstration experiment a classroom experiment, because the instrument is simple and ubiquitous, even if it is bought, it is cheap and easy to do, and students are interested, which psychologically eliminates the fear of learning physics. Second, compile life examples into exercises. Teachers should help students consolidate their knowledge in time, cultivate their comprehensive ability to solve practical problems, implement the ultimate goal of physics teaching, and enable students to have learning ability and certain survival ability and life skills through physics teaching. The following problems: At present, fuses are no longer used in the power supply system of new buildings. However, an automatic control safety circuit is used. When the power load is too large or a short circuit occurs, the circuit will be automatically cut off. If a person standing on the ground touches the fire line, so that the fire line and the earth pass through the human body, the circuit will naturally be cut off to ensure personal safety. This is the kind of circuit installed in my new house. After I moved, I saw three wires in the power socket on the wall. In order to install the TV, I bought a patch panel and plugged it into a three-wire socket on the wall. Then I plug the TV into the socket of the plug board. But when I turned on the TV, all the indoor sockets were cut off, indicating that the circuit was automatically cut off. When I looked at the distribution box, it was really "tripped" because the TV was broken. Turn off the main switch by hand, and replace it with several other small lights to ensure the normal operation of the electrical appliance until the power consumption is only 15w. However, plug it into other jacks on the wall and it will be fine. What's the problem? Why is this happening? How to solve it? These practical problems require not only physical knowledge, but also the ability to read, understand, analyze, judge, reason and deal with problems. Third, using extracurricular practical activities, applying physics theory to life practice extracurricular practical activities is the most direct and effective way to make physics teaching alive. In practice, students can operate by themselves. They are the leaders of the whole activity, so their sense of participation and active learning is stronger. Based on this, after the classroom teaching, teachers can appropriately assign practical homework to students. For example, after studying gravity, teachers can compare and explain the differences by showing the activities of astronauts on the moon and those of people on earth. Through similar practical investigation and independent problem-solving activities, students' ability to analyze and solve problems is cultivated, and their positive and pleasant experience is strengthened at the same time. Over time, students' ability to consciously apply physical knowledge to life practice can also be improved and enhanced. In addition to real life practice, physics experiment is also the focus of students' extracurricular practice. Many times, students don't have enough time to do research. In this case, physics experiment becomes the best way for students to apply theory to practice. For example, after studying electricity, let students design and light "colorful lights" to decorate the laboratory and other activities. Through this kind of hands-on activity, students can not only firmly grasp the knowledge of physics theory, but also improve their hands-on operation ability and social practice ability accordingly, laying the foundation for cultivating all-round quality talents. In addition, teachers can also encourage students to do home physics experiments with common household appliances, or let students consciously bring coke bottles, cans, drink straws and tape tapes into the classroom for demonstration experiments and group experiments, so as to narrow the distance between physics study and life and cultivate students' awareness and ability to apply physics knowledge in real life in a subtle way. When physics teaching is combined with students' real life, physics is alive and full of vitality, which can stimulate students' interest in learning and solving physical problems. Therefore, physics teaching should closely connect with students' real life, infiltrate life elements, find learning materials and problems that students are interested in from life, guide students to observe and understand the surrounding environment with physical thinking methods, and help students truly acquire vital physics classroom knowledge, so that they can not only understand what they have learned, but also apply what they have learned, thus realizing the application value of physics in production, life, science and technology and society.