1, observation is to prepare for innovative quality. First of all, students should know that the so-called observation refers to the purposeful, planned, continuous and repeated perception process of physical phenomena by directly using sensory organs such as eyes, ears, nose, tongue and skin, or indirectly with the help of equipment. It is to identify the main characteristics of the observed object purposefully and pay attention to the conditions and reasons that cause the change. Second, students should understand that only by overcoming certain difficulties can they find problems, correctly understand things and draw correct conclusions. (1) Cultivate students' observation ability in demonstration experiments. There are many demonstration experiments in the learning process, and students are very interested in demonstration experiments, but they often fail to grasp the key points in observation, which requires teachers to guide students to observe demonstration experiments in actual teaching. It is very important to cultivate students' observation ability. Teachers should put forward specific observation requirements for students at each step of the demonstration experiment, so that students can master the correct observation methods. For example, observe that magnets attract paper clips tied with thin wires, and insert them with paper, wood, glass, aluminum and copper respectively, so that the paper clips will not fall off, while inserting them with iron and steel respectively, only to see them fall off. What is the reason? (2) Cultivate students' observation ability in group experiments. In the current junior high school physics textbook (East China Edition), * * arranged 19 student group experiments, and several experiments starting from the second day of junior high school consciously arranged students to observe and cultivate their observation ability. For example, students are required to pay attention to observation in the process of water heating. On this basis, guide students to discuss observation methods and problems that should be paid attention to. (3) Carry out extracurricular activities to stimulate students' interest in observation, organize students to visit and do extracurricular experiments. To stimulate students' interest in observation. For example, before learning the mirror, students are arranged to write a short paper on "imaging with a flat mirror", so that students can actively observe and understand the relevant physical knowledge of the flat mirror, and make an observation speech on this basis, which activates students' thinking. Mobilize students' enthusiasm, improve students' interest in learning physics, achieve the purpose of cultivating observation ability, organize students to participate in social practice activities, and make students understand the wide application of physical knowledge in production practice. (4) As far as possible, make use of multimedia teaching methods to assist teaching, so as to improve students' observation interest and ability. In particular, as a new teaching method, computer multimedia has been introduced into junior high school physics teaching, which has changed the rigid teaching methods in the past. It is rich in pictures, words, sounds, animations and images, which strengthens the performance effect, improves students' interest and enthusiasm in learning, cultivates students' observation ability, helps students understand knowledge, and completes knowledge review and thinking practice in a relaxed learning atmosphere. By operating the simulation experiment, I learned the experimental methods and exercised the experimental skills, which made basic preparations for the successful hands-on experiment in and out of class. Due to the limited experimental conditions of physics in middle schools, some physical phenomena, such as motion and stillness, force action, force interaction, inertia, pressure, ups and downs of objects, charge flow and diffusion, irregular movement of molecules, magnetic field distribution, etc. Students can't get complete perceptual materials. It is easy to cause perceptual obstacles and affect physics learning. The application of computer teaching software, through computer multimedia, can not only reproduce or simulate various physical phenomena, but also simplify complex problems by various means, and turn the long or instantaneous physical evolution process into a controllable and orderly evolution process, which can make students perceive physical phenomena completely, clearly and vividly in class and provide necessary sensitive materials for students in the process of thinking. Greatly stimulate students' interest in learning, reduce the difficulty of teaching and promote the healthy development of students' observation ability and cognitive ability. 2. Experiment is to learn from the "innovation" of predecessors. (1), understand the physical experiment and its function. Physics is a science based on observation and experiment. Many people's physical knowledge is summed up through observation and experiment. Junior high school students have incorrect ideas about why to do physics experiments, some are indifferent, and some are eager for teachers to do more experiments. In fact, they don't know why they want to do physics experiments. For example, for rainbows, students think that they can only see them after a rainy day. You can't usually tell. In the preface, I used a prism to do the dispersion experiment of light and let the rainbow appear in the classroom. When there is sunshine in the morning or afternoon, I also lead the students to stand outside with their backs to the sunshine, and spray fog obliquely upward with a sprayer or students, so that the students can see an artificial rainbow, which is very novel. Through this kind of teaching, teachers and students discuss with each other and form * * * knowledge. Know what an experiment is. Experiment is an activity to observe and study physical phenomena under artificial control. Through an experiment, we can have a concrete and clear understanding of physical facts and help to understand physical concepts and laws. We should have a scientific attitude of seeking truth from facts in the experiment. It is necessary to educate students to understand the purpose of the experiment, understand and master the experimental principles, use the instruments correctly, make necessary records every time they do the experiment, and draw corresponding conclusions. Arrange the experimental equipment. According to the phenomena and results observed in the experiment, draw conclusions and make correct experimental reports. Introduce some physics experiments and achievements made by physics scientists to students appropriately, so as to stimulate students' desire for experiments. (2) urge students to do experiments seriously. (1) guide students to use textbooks to do experiments. At the beginning of junior high school physics experiments, guide students to do experiments arranged in textbooks. Doing so is conducive to cultivating students' good habits of using textbooks correctly and developing a good quality of respecting science. This stage is mainly to let students know how to do physics experiments. When students do experiments in junior high school, their motives and purposes are often uncertain, and there are often some things that violate the operating norms in the experiments. Teachers should pay attention to finding all kinds of problems in students' experiments, give timely guidance and form good experimental habits. Cultivate students' rigorous scientific style. 2. Create opportunities to do more experiments and develop a good habit of diligent hands-on. The cultivation of students' experimental ability is a long-term work, which should run through the whole physics teaching process and involve students as much as possible. In the classroom demonstration experiment, we should also try to create opportunities for students to do it, such as tuning fork experiment, friction electrification experiment and so on. Some demonstration experiments are changed into student group experiments, such as the experiment of plane mirror imaging characteristics and the experiment of factors determining conductor resistance. Do a good job in small experiments of teaching materials; Let students participate in the teacher's preparation and arrangement of experimental equipment, so that students have more opportunities to contact the experimental equipment, so as to understand the performance and use of the equipment. Deal with experimental exercises, prepare relevant experimental equipment, let students do it by themselves, and draw conclusions by observation. In short, increasing students' opportunities to do it is conducive to mobilizing students' enthusiasm for learning. Doing experiments well with simple equipment is very helpful for physics learning. Doing a good job in physical experiments requires certain physical experimental equipment, but sometimes simple equipment can explain the problem. For example, when the role of learning ability is mutual, students feel pain in their hands by striking the table. I often do experiments with things around my students, such as pressure experiments with pencils and knives, experiments on the relationship between liquid pressure and depth with sprite bottles, atmospheric pressure experiments with soda bottles, and ups and downs experiments with small bottles. Do dispersion experiments of light with water and glass, etc. It is conducive to cultivating students' innovative consciousness, that is, making full use of resources to develop new products. Second, guide students to "ask" 1, the question is the premise of innovation. Students' disagreement with the understanding of the problem should be paid enough attention to. In teaching, because students are good at finding problems, they are often guided to review achievements in the history of science. For example, Rayleigh discovered argon by measuring density. 1935 chadwick, who won the nobel prize in physics, found the problem in the paper of Aurio and Curie, and then discovered the neutron. Educate students to be good at finding problems and making achievements, so that students can realize that finding problems is also a deeper learning. 2. Be good at designing problems. In junior high school physics teaching, teachers should be good at designing problems. So as to guide students to learn new knowledge, design questions artistically, and design different questions at different stages according to the teaching content. For example, when studying the section "Weighing the mass of an object with a balance", from experiment to practical application, we can design whether the pallet balance can be made into unequal arms, and guide students to think about the manufacturing principle of the pallet balance, why to adjust the balance, and guide students to think about designing and manufacturing the pallet balance. We should consider the lever arm and the balance nut. Third, comprehensively improve innovation practice. 1, to cultivate students' ability to solve problems by applying physical knowledge. After students realize the importance of physics experiments, they will actively do experiments well. Under the condition that students can do basic experiments, teachers should put forward higher requirements for students' experiments, such as guiding students to do some verification and design experiments, appropriately increasing design experiments and connecting with special topics. Analyze and solve problems. For example, after learning mechanics knowledge, I asked students to solve the problem of how to measure the density of metal blocks according to the equipment provided by the laboratory. Students put forward some questions: ① How to measure the density of metal block with balance, measuring cylinder and water; ② How to measure the density of metal block with balance, beaker and water; ③ How to measure the density of metal block with measuring cylinder and water; ④ How to measure the density of metal blocks with a balance? Measuring cylinder, water, etc. How to measure the density of metal blocks with accurate weights, rulers and water? According to the students' questions, let the students design their own experimental methods to carry out the experiment. Organize extracurricular interest groups, actively encourage students to carry out "small production, small papers, small experiments and small inventions" and carry out colorful extracurricular activities, such as making "earth phones" and "electrical appliances" by themselves. "Lotus ashtray", "folder", "emphasizing vertical and horizontal" and "dual-purpose scale" cultivate students' innovative consciousness and practical ability, which is conducive to the transformation from exam-oriented education to quality education, the development of students' personality and intelligence, and the discovery and cultivation of talents. Students should take the initiative to learn new knowledge, such as measuring the volume of the classroom, the height of the teaching building, the circumference of the trunk, the thickness of a piece of paper, etc. Review old knowledge and learn new knowledge, for example, by reviewing the changes of material state, guide students to teach why the material state has changed, and then introduce sub-movement, internal energy learning, internal energy learning and heat engine knowledge learning through quality. Volume measurement, further study the measurement of material density, and guide students to think through the study of ohm's law, how to measure the resistance of conductors, etc. Let students know that the increase of new knowledge is based on what they have learned, but they should learn new knowledge after learning it.