Take the teaching of physical images as an example: there are many images involved in physics teaching in senior high school, including moving images, gas state change images, volt-ampere characteristic curves and so on. In the teaching process, if we only talk about things and images, students' understanding can only be superficial. On the contrary, if we can guide students to understand the physical image as a whole from the meaning of the abscissa and ordinate of the image, the functional relationship reflected by graphic lines, the physical meaning of the slope of graphic lines, the physical meaning of the intersection of graphic lines and coordinate axes, and the physical meaning of the "area" surrounded by graphic lines and coordinate axes, it will greatly improve students' understanding of the image and help them to use the image flexibly.
In physics teaching, we must attach importance to the teaching of mathematical methods. The ability to solve physical problems by mathematical methods is one of the five ability requirements stipulated in the description of physics in the college entrance examination. It should be said that the teaching of mathematical methods is highly valued in physics teaching in various places and schools, but I think it is meaningless to prevent the tendency of purely mathematical physical problems and put aside physical concepts and laws and physical processes.