Physics experiment is one of the important means of physics teaching. However, due to the objective conditions such as time and space and the limitations of the instrument itself, some experimental results are not ideal. If multimedia simulation is used to assist physical experiments, it will play the role of intuitive image, repeated reproduction, adjustable size, distance, time and space, movement and speed. In many physics experiments, if animation simulation experiments are adopted, the macro phenomenon can be microscopic through multimedia video courseware, so that students can see what they want to see but can't see, stimulate students' interest and improve classroom efficiency. In the Outline of Basic Education Curriculum Reform (Trial), the Ministry of Education put forward: "Vigorously promote the universal application of information technology in the teaching process, promote the integration of information technology and subject courses, gradually realize the changes of teaching content presentation, students' learning methods, teachers' teaching methods and teacher-student interaction methods, give full play to the advantages of information technology, and provide rich and colorful educational environment and powerful learning tools for students' learning and development. "Reasonable use of multimedia teaching technology can optimize the experimental teaching process and improve the teaching effect.

First, make rational use of multimedia and physical projection to improve the visibility of demonstration experiments.

In physics experiment teaching, we often need to do some demonstration experiments to provide students with observation objects and ask them to observe purposefully. However, some demonstration experiments are only the patents of students in the front row because of low visibility or limited by environmental conditions, and students in the back row can only watch the excitement. Using multimedia can improve the visibility of demonstration experiments and cultivate students' attention quality. For example, in the voltammetric course of measuring the resistance of light bulbs, it is difficult for teachers to make physical wiring according to the circuit. Because of the complexity of the experimental circuit, teachers often demonstrate the physical connection of the circuit before class, but students often can't see it clearly because the physical demonstration is not intuitive enough. Therefore, it is easy to have various circuit faults and burn out circuit equipment in the experiment. If you use multimedia courseware to demonstrate. Not only can teachers connect easily, but also students can see more clearly, and there are many fewer faults in the experiment. In practical teaching, physical projection can also be used to enlarge the experimental equipment and enhance the experimental effect. For example, in the experiment to study the influence of molecular velocity, we put a beaker filled with water with different temperatures on the demonstration platform of physical projection, and drop a drop of red ink into two glasses of water respectively, so that the diffusion process of red ink in two glasses of water is clearly displayed on the big screen, and every student can see the experimental phenomenon very clearly. Another example: observing the experiment of electric energy meter, there is less data on the electric energy meter, and it is not easy to see the rotation of the dial after the electric energy meter is connected to the circuit in the demonstration experiment. This problem can be easily solved by physical projection. After the watt-hour meter is connected to the circuit, it can be placed on the physical projection demonstration platform. By adjusting the magnification, all students can clearly see the dial data and observe the experimental phenomenon.

Second, using the successful video, let students observe the experimental phenomena that are not easy to observe.

Physics is a natural science based on experiments, and intuitive teaching plays an important role in physics teaching. Traditional intuitive teaching mainly adopts demonstration experiments, teaching models and teaching charts. However, these methods have great limitations, such as low visibility; Some demonstration phenomena are fleeting; Some are limited to the poor effect of conditional demonstration; Students' understanding of a lot of physical knowledge cannot be completely based on intuitive perception. We can increase students' perceptual knowledge and strengthen their understanding of knowledge by playing some successful experiments that are not easy to demonstrate with videos in class. For example, Torricelli's experiment is made of mercury, and some students will ask what will happen if the experiment is done with water? This experiment cannot be demonstrated in general. We can demonstrate the experiments done by researchers through videos prepared by People's Education Edition. By observing the water column higher than three stories, students' understanding of atmospheric pressure is greatly deepened. For another example, when studying the changing part of physical state, it is difficult for us to directly observe fog, fog, frost, snow, hail, clouds, rain and dew in class. So we use video to condense these natural phenomena into a few minutes of films and show them to students in class to solve this problem. When teaching voltage and current, students can't see and feel current and voltage clearly, so it is very difficult to understand them. Using FLASH to make corresponding courseware, the directional movement of charge forms the process of current, and the magnitude of current intensity is shown to students in different scenes. By analogy, the current and water flow, voltage and water pressure are compared, which makes it easier for students to understand this knowledge point. The display of courseware not only provides students with things that have never been involved, but also creates conditions for students to directly perceive and observe these things or phenomena. Visualizing abstract laws and concepts highlights the key points and essential attributes of things, which is convenient for students to observe and form appearances. Through observation, audio-visual and human-computer interaction, students can not only receive a lot of teaching information, but also get a clear and pleasant feeling. The animated pictures are vivid, and the combination of pictures, sounds and texts has greatly mobilized the enthusiasm of students to actively participate in teaching. Reasonable use of multimedia-assisted teaching can make the classroom lively, make students learn in a relaxed and happy atmosphere, accept knowledge quickly and have high classroom efficiency. With the help of multimedia simulation experiments, we can simulate the micro-world, simulate complex physical phenomena and processes, turn abstract into concrete, turn complex into simple, and create intuitive and dynamic scenes. It can stimulate students' interest in physics to the maximum extent.

Third, pay attention to the practicality of multimedia and visualize abstract concepts by using multimedia teaching courseware.

Some physical phenomena and processes in junior high school physics knowledge are unimaginable for students who have just come into contact with physics, and it is difficult for students without perceptual knowledge to form clear concepts in their brains only by language description. These knowledge points are often difficult for students to learn, and multimedia-aided teaching courseware is very helpful for students to understand and master physical concepts and laws. We can visualize abstract laws and concepts with multimedia to help students get rid of thinking obstacles. For example, it is difficult for many students to understand the formation and propagation of sound waves. We made a demonstration courseware by using flash tool, and by simulating the vibration of tuning fork intuitively, we amplified the density change of molecules in the air, and showed students an intuitive sound wave formation process, which greatly reduced the difficulty of this knowledge point and promoted students' understanding of the sound wave formation and propagation process. The reflection and refraction of light, the principle of plane mirror imaging, the fission and fusion of nuclei, and the magnetization process of magnets can all be used in this way, making abstract principles vivid and easy to understand.

Fourth, we should grasp the auxiliary nature of many media, and we can't completely replace physics experiments with computer teaching courseware.

With the development of modern information technology, teachers are very enthusiastic about learning and using multimedia for teaching. However, multimedia is only an auxiliary tool, and its application should be timely, appropriate, scientific and reasonable to avoid self-defeating. The characteristic of physics discipline is to draw conclusions through observation, experiment and discussion. In this process, students can gradually master the methods of observation, experiment, analogy, comparison and transformation through observation and hands-on experiments. Most importantly, students' practical ability, analysis and generalization ability can be improved through experimental activities. If multimedia is used to make some experiments into animated courseware, the teacher will demonstrate the experimental process on the screen during class, and the experimental effect is also very obvious. On the surface, the teacher is very relaxed in class. The teacher pointed at the screen, and Kan Kan talked about it. It seemed that the experiment process was very clear and the conclusion was very clear. But students don't have the opportunity to practice and think, and a good opportunity to explore and learn becomes an electronic version of cramming teaching process. Therefore, in physics teaching, multimedia-aided teaching courseware can not completely replace physics experiments. When designing the teaching process, we should make or choose excellent and suitable teaching courseware, make experiments that are difficult to complete through the existing experimental conditions in class into teaching courseware, and apply multimedia appropriately. This can not only enrich teaching methods, greatly simplify the complexity of teaching links, save teaching time and increase the amount of information per hour, but also make teaching activities more vivid and interesting, and also mobilize students' subjective initiative in learning. The application of multimedia-assisted teaching methods should not be regarded as masters, let alone make teachers feel dependent. You can't lose your basic skills or not emphasize them just because you have multimedia-assisted teaching methods. Although computer has incomparable advantages in identifying, analyzing, judging and synthesizing information, it is only an auxiliary tool in physics teaching, which can neither replace teachers nor experiments. The knowledge exchange and emotional blending between teachers and students in the classroom are irreplaceable by any advanced machine. Teachers are the planners and controllers of designing, organizing, teaching and advanced media in the teaching process. If teachers are compared to "directors" in the teaching process, and modern media can only be regarded as "props", then directors use advanced props to fully tap the potential of students as "protagonists", so that they can acquire knowledge and improve their abilities. At the same time, multimedia cannot replace physical experiments, which are an important basis for discovering physical laws. It can truly reproduce scientists' discoveries and cultivate students' scientific attitude and experimental ability. Therefore, it is against the principle of physics teaching to completely replace real experiments with simulated experiments.

Practice has proved that today, with the popularization of modern educational technology education, we should choose appropriate audio-visual teaching equipment to provide greater help and support for physics experiment teaching. We should actively explore the relationship between auxiliary teaching and practical experiment teaching, and explore more and better applications of multimedia information technology education in physics experiment teaching. Give full play to the advantages of multimedia teaching, effectively improve the teaching quality, and truly play the unique role of physics experiment teaching in improving students' scientific literacy and cultivating students' innovative ability. It is necessary to organically combine traditional teaching methods with multimedia-assisted teaching, learn from each other's strong points in time, and optimize physics experiment teaching. Through the integration of information technology and physics teaching, students' interest in learning physics can be stimulated, their awareness of classroom participation can be enhanced, and their experimental understanding and hands-on ability can be improved. The integration of information technology and physics teaching can spur our teachers to further improve classroom teaching, make the teaching process more scientific, help teachers master and use time more reasonably in class, attract students' attention, make students accept and master more knowledge in class, and improve the efficiency of physics classroom teaching.