Against the backdrop of China’s strong emphasis on cultivating top innovative talents, the high school physics curriculum, as a core component of scientific education, bears the crucial mission of fostering students’ scientific thinking, creativity, and practical ability. However, current physics teaching still faces issues such as fragmented content systems, weak experimental and inquiry components, and single evaluation methods, which fail to align with the objectives of top-talent cultivation ^[1]. Guided by the top-talent training model, this study systematically explores reform paths for the high school physics curriculum in terms of educational philosophy, course content, teaching methods, and evaluation mechanisms. The research proposes reconstructing the curriculum system around the main thread of “core concepts–inquiry practice–innovative application,” strengthening interdisciplinary integration and the inclusion of frontier modern physics topics. In teaching methodology, it advocates for a shift toward problem-driven, project-based, and self-directed learning models, leveraging information and intelligent technologies to enhance classroom effectiveness. In evaluation, it suggests building a comprehensive system centered on formative assessment and innovation capability evaluation. Based on the reform practice of a key high school’s top-talent experimental class, the findings show significant improvements in students’ scientific inquiry skills and creative thinking, as well as optimization of teaching philosophy and classroom ecology. The results provide theoretical and practical references for high school physics curriculum reform in the new era and offer insights into the construction of top-talent cultivation systems.