The significant difficulty in teaching Electrodynamics is a common issue in university physics education. Based on systematic research from years of teaching experience, this paper identifies the root cause of this pedagogical challenge: traditional teaching methods fail to effectively convey the exploratory thinking characteristic of theoretical physics, which is marked by a “hypothesis-verification” approach. Given the constraints of existing curricula, which make it difficult to offer a separate course on the history of physics, this study proposes a teaching reform strategy embedded within standardized textbook content. The approach involves organically integrating the research paradigm of theoretical physics into the knowledge delivery process, achieving a deep fusion of subject matter and physics research methodology. Using case studies—such as the proposal of the displacement current hypothesis, the solution to electrostatic boundary-value problems, and the establishment of retarded potentials—the paper elaborates on practical implementation pathways for exploratory thinking in teaching. Finally, through an evaluation of teaching outcomes, the study summarizes transferable pedagogical insights and offers suggestions for further improvements.