| In the context of new curriculum, physics textbooks of senior high school based on curriculum standards have changed a great deal. It highlights principles of student-centered, and creates many action buckets in order to promote the development of students both in structure and content. Also, status of textbooks have changed a lot too, it is not longer the only teaching resources and has been the most basic and important part of teaching resources. All the changes have put forwards higher requirements on teachers. In order to conduct research on how physics teachers adapt to the new textbooks better, this paper does research by using the methods of literature, questionnaire, interview and case analysis.In the first place, from the perspective of theory, it analyzes the features of new textbooks and four dimensions of teachers using textbook: understanding textbooks, integrating textbooks for teaching design, using textbooks for implicating teaching and reflecting on the performance of using textbooks. It discusses ways of adaption and law of development, and constructs the developing stages of teachers adapting to new textbooks: conservative stage, imitating forms stage, deep exploration stage and flexible innovation stage. In every stage, adaption ways of teachers and specific performance of teachers using textbooks are the base of judgment. Moreover, in practice, it summarizes the existing problems by questionnaires combined with interviews to do a survey of adaption of new textbooks for physics teachers of senior high school based on analyzing theories. Finally, for the existing problems, it proposes seven suggestions from both teachers and schools, including establishing a correct concept of teaching materials, increasing awareness of integration of curriculum resources, enriching knowledge and overall development, improving the capability of teaching management, learning to reflect, organizing textbooks training and promoting exchange and reflection.
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