To promote the transformation of physics teaching from a knowledge-based orientation to a competency-oriented one, this study addresses the formulaic and superficial tendencies in exercise instruction by constructing a five-stage deep teaching model for high school physics problems. The model consists of five core stages: tracing the origins of problems, exploring multiple solutions, software-based simulation, extended variations, and teaching reflection. Through the teaching of two typical physics problems, the model was implemented to guide students in solving the same problem using both high school and university physics approaches, thereby deepening their understanding of physical models and ways of thinking. In addition, information technology was used to visualize problem-solving processes and support the transition from high school to university physics learning.