First, optimize classroom demonstration experiments and increase interest in knowledge;

Contrastive experiments lead to cognitive conflicts. In physics experiment teaching, reasonable arrangement of comparative experiments according to teaching practice can trigger students' cognitive conflicts, so as to have a more comprehensive and in-depth understanding of relevant physics knowledge.

For example, when explaining the knowledge of Ohm's law of closed circuit, the teacher can form a circuit with experimental equipment such as switches, new dry batteries, wires and small light bulbs, and then close the switch, and the small light bulbs will glow at this time.

Teachers can replace old dry batteries with new dry batteries, and other equipment remains unchanged. Before closing the new circuit again, teachers can ask relevant questions to arouse students' interest and thinking: compared with the last experiment, can the light bulb shine in this experiment? How bright?

After students give answers, the circuit is closed again, and some small light bulbs don't give light, which is different from most students' answers. This can trigger students' cognitive conflicts and stimulate their curiosity, and then they can put themselves into experiments to explore the reasons and results.

The second is to optimize independent experiments and improve students' enthusiasm;

In addition to demonstration experiments, students' independent experiments are also common teaching methods in physics experiment teaching. Students can operate in their own experiments, thus accumulating more practical experience.

In physics experiment teaching, autonomous experiments mainly include extracurricular experiments and classroom experiments. The structural types of autonomous experiments are diversified, including group experiments and individual experiments, which enhance students' awareness of autonomous learning and independent thinking and improve their ability of cooperative learning.

1, strengthening classroom independent experiments:

Classroom autonomous experiment is the most commonly used experimental mode in physics experiment teaching at present. In classroom autonomous experiments, students are the main operators, and teachers are mainly responsible for guidance and evaluation. For example, in the experiment of measuring the acceleration of gravity with a simple pendulum, the teacher can arrange students to experiment in groups and ask, "What are the conditions for the simple harmonic vibration of a simple pendulum? How to detect the acceleration of gravity with a simple pendulum? "

Let the group choose the experimental equipment and design the experimental scheme with these questions. Teachers can provide students with cycloids, meters, balls, calipers and other equipment, so that students can learn the usage of calipers and stopwatches independently first, and then teachers can give correct demonstrations and explanations.

Teachers can guide and correct students' experimental details, organize groups to exchange experimental results and processes, and finally require students to complete experimental reports independently. Autonomous experiments can not only guide students to develop a rigorous attitude towards learning, but also stimulate students' innovative thinking and improve their practical ability.

2, encourage students to carry out extracurricular experiments:

In physics experiment teaching, experiments should not be confined to the classroom, but also students should be arranged to carry out extracurricular experiments reasonably. Extending physics experiment to social life can not only greatly improve students' practical ability and application ability, but also fully demonstrate the practical characteristics of physics teaching, thus stimulating students' interest in physics teaching.

In physics experiment teaching, teachers can arrange for students to make use of biological resources outdoors and make small experiments and inventions in combination with the physical knowledge they have learned.

For example, a teacher can insert a chopstick into a cup filled with rice, and then slowly lift the chopsticks. Through the experimental results, students can experience the physical knowledge contained in life, and then encourage students to analyze this phenomenon by using the physical knowledge they have learned, so as to organically combine the theoretical knowledge in the classroom with the experimental teaching.

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