Junior high school physics is a subject that attaches great importance to basic theoretical knowledge and practical application ability of knowledge, and emphasizes the examination of students' thinking ability and practical ability. Therefore, the current junior high school physics teaching has changed from the original single imparting knowledge to emphasizing the experimental teaching of physical knowledge and the practical application ability of theoretical knowledge. However, there are many problems in junior middle school physics experiment teaching at present, which need us to adopt correct methods to solve them.

First, the problems existing in junior high school physics experiment teaching

(A) backward teaching concepts

Backward teaching concept is an important problem in junior high school physics experiment teaching. Its main performance is that many physics teachers are deeply influenced by the traditional teaching mode and pay insufficient attention to physics experiment teaching, which leads to their weak experimental links, careless demonstration, lack of positive guidance for students' hands-on experimental operation and lack of serious and meticulous answers to students' experimental questions. This neglect of the teaching concept has seriously affected students' interest in the study and operation of physics experiments and dampened their self-confidence in learning.

(B) students are not clear about the objectives of experimental teaching.

Another problem of physics experiment teaching in junior high school is that students have no clear goals for physics experiment teaching, which leads to their lack of clear plans and step-by-step learning guidance methods. After a long period of physics experiment teaching, they can't complete some simple physics experiment operations independently.

(C) students lack practical "hands-on" ability.

Students' lack of practical operation ability is another important problem in junior high school physics experiment teaching. There are two main reasons for this. First, for safety reasons, many teachers' guidance on students' physical experiment teaching is limited to some simple and easy-to-operate physical experiments. Secondly, many physical experiment teaching modes are completed under the teacher's personal demonstration and hands-on guidance, and students rarely have practical opportunities to operate by themselves.

(four) teaching instruments and experimental equipment are not advanced and complete.

Many junior high schools do not pay enough attention to physics experiment teaching, and the teaching funds are limited, which leads to many imperfect teaching facilities and equipment, which makes some important physics experiment teaching courses impossible to implement. This problem also led to the junior high school physics experiment teaching work did not produce positive results.

Second, junior high school physics experiment teaching solutions to problems

(1) Attach importance to junior high school physics experiment teaching conceptually. First of all, to solve the problems existing in junior high school physics experiment teaching is to attach importance to junior high school physics experiment teaching conceptually. Only by attaching importance to ideas can we change our actions and innovate our working methods in practical work, otherwise, scientific and effective physics experiment teaching will only stay on slogans. Its specific approach can be carried out from the following points. First of all, teachers should make a detailed physical experiment teaching plan and implement it step by step in strict accordance with the plan. Secondly, prepare more detailed physics experiment teaching instruments to stimulate students' enthusiasm for learning physics experiments. Thirdly, we should pay attention to the cultivation of students' basic theoretical knowledge in daily physics teaching, so that students can have the knowledge base of physics experiment teaching. Fourth, teachers should improve their comprehensive quality of physical knowledge, win students' appreciation and admiration with excellent physical experiment demonstration work, and let students take themselves as learning examples to keep learning and operating physical experiments.

Increase students' practical opportunities and autonomy.

Secondly, it is an important method to increase students' practical operation opportunities and subjective autonomy of operation in junior high school physics experiment teaching. Because, fundamentally speaking, the main body of junior high school physics experiment teaching is the students themselves, and only when they really master the steps and methods of physics experiment teaching and apply theoretical knowledge to real life is the fundamental goal of physics experiment teaching. The specific methods are as follows: first, after the teacher demonstrates, let the students make and implement the physical experiment steps independently, and the teacher only plays a guiding role. Second, teachers should actively guide students to ask questions and cultivate students' ability to think independently, rather than giving answers directly. Thirdly, for the experimental results, the teacher asked the students to write an independent experimental report, in which they expressed their different views on the completion and results of the experiment.

(C) innovative experimental teaching methods

Thirdly, the way to solve the problems in junior high school physics experiment teaching is that teachers should innovate the teaching methods of physics experiments. For example: First, demonstrate and explain the new ways of physics experiment by using the latest teaching equipment of physics experiment, so that students can realize that there is not only one way of physics experiment. As long as they are willing to use their brains, they will find other ways. Secondly, some typical physics exercises are explored by experiments, so as to get scientific and accurate results. Thirdly, the content of physics experiment teaching should be organically connected with the knowledge focus of physics textbooks, so as to cultivate students' ability to use the teaching method of combining theoretical knowledge with experimental operation and change the learning method of memorizing basic physics knowledge in the past.

(4) Increase the input of teachers.

Finally, increasing teachers' investment is an important method for the effective operation of physics experiment teaching in junior high school. The reason is that enough financial investment in teaching can enable schools to buy a large number of very advanced physics experiment teaching instruments, and at the same time, they can also hire some physics teachers with higher professional level to conduct scientific and effective physics experiment teaching for students and improve their comprehensive quality. Conclusion Scientific research on the problems and solutions in junior high school physics experiment teaching is conducive to cultivating students' experimental operation ability of physics knowledge and practical application ability of physics theory knowledge. At the same time, the application of some scientific and effective educational methods can also inspire the reform of educational methods in other junior high schools.

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