However, some teachers' physics classes seem to have a kind of magic, which always makes students full of expectations. The classroom is full of laughter, students are very devoted to their studies and teachers are very enthusiastic. Students actively participate in classroom activities, and teachers often make witty remarks, which leads to laughter. There is no doubt that the first class is depressing and boring, and the second class is relaxed and lively. Both students and teachers yearn for and pursue the second classroom atmosphere. The so-called classroom atmosphere refers to the emotional state of the public in the process of classroom teaching and is an important factor for the smooth progress of classroom teaching. Under the background of the new curriculum, it is of great significance to explore how to improve the classroom atmosphere of physics for enhancing students' enthusiasm for learning physics and improving the effectiveness of physics classroom teaching. Then, in the specific teaching practice, what aspects should teachers work hard to effectively improve the atmosphere of physics classroom and make it lively? First, respect and love students and create a caring physics class. I think this is the minimum. Respecting and loving students should be the starting point and premise for teachers to do a good job in teaching. The second phase of curriculum reform in Shanghai has established the new curriculum concept of "student-oriented development" and "student-centered". To put this idea into practice, teachers must respect and love students and actively create a democratic and harmonious relationship between teachers and students. Traditional education is subject-oriented, and students are regarded as "containers of knowledge" and the objects of teachers' "preaching, teaching and solving doubts". Teachers often feel superior because they know more about professional knowledge than students. They are the authority and ruler of the classroom, giving orders in the classroom and cramming students. Because of the pressure of frequent exams, students can only passively accept teachers, accept knowledge, and let teachers "fill the room". In this way, students will inevitably lose their enthusiasm and initiative in learning physics, and even have disgust and disgust for teachers. Modern education advocates "student-centered" and students' lifelong sustainable development. Students are the protagonists of classroom teaching activities, while teachers are only the guides, organizers and demonstrators of teaching activities. Under the guidance of new ideas, teachers should actively try to change their roles, lay down their authority, treat students equally, and trust and respect students. Because students are living individuals and have the ability of self-cognition, thinking and construction. Only when they are cared for, respected and understood can their enthusiasm and initiative be brought into full play, thus achieving healthy, comprehensive and sustainable development. Respecting and loving students and creating a new type of teacher-student relationship that is democratic, equal and developing is not only the premise and condition for the implementation of the new curriculum, but also the content and task of the new curriculum reform. Only when teachers pay sincere love, respect and care to students can students gain warm emotional strength while learning physics knowledge, and achieve the teaching effect of "moistening things quietly". At the same time, teachers' sincere investment in students will definitely be rewarded by students' sincere feelings, and they will cooperate with teachers to create a harmonious, sincere and warm teaching atmosphere. Second, pay attention to the creation of scenes and create attractive physics classes. Physics classroom is the main environment for students to learn physics. Whether this environment is desolate, barren or rich directly affects the growth of students' physical ability. If teachers can create appropriate scenes in the process of classroom introduction and teaching, students will carefully observe physical phenomena, seriously explore physical principles and scientifically summarize physical laws in an attractive classroom environment. The so-called "situational teaching" is a teaching method that introduces or creates a specific situation or atmosphere suitable for the teaching content, arouses students' emotional experience, helps students understand the teaching content quickly and correctly, promotes the harmonious development of students' psychological function and improves teaching efficiency in the teaching process. Just as poetry pays attention to the blending of scenes, physics classroom should also guide students to enter the country from emotion by creating scenes, and finally achieve the blending of reason and reason. Many knowledge of junior high school physics is abstract for junior high school students' cognitive level, such as density, power, specific heat, refraction of light, convex lens imaging law and other concepts. It is difficult for students to understand and master. Teachers should try their best to visualize these abstract physical concepts, physical formulas and physical laws with the help of some concrete and simple physical models or animations and graphics with strong visibility. Situational teaching can free the physics classroom from the boring atmosphere of "the teacher talks drily and the students listen drily", and play a magical role of "fascinating" and "simplifying the complex". For example, in the "refraction of light" class, first show students pictures or videos of "mirage". When the students saw tall buildings in the illusory sky by the sea, they all widened their curious eyes and felt magical and incredible. I told the students that this is caused by the change of the propagation direction of light in the air (light is refracted). At this time, students think that "light travels in a straight line in the same uniform medium", and they will have questions, "How can the propagation direction of light change in air (in the same medium)?" . Through the creation of scenes, students naturally entered the new lesson "refraction of light". It can be seen that when students are guided to a certain teaching situation, their interest in learning will be stimulated, their desire to explore will be activated, the door of knowledge will be opened, physics knowledge will be more easily internalized into students' learning experience and sentiment, and physics classroom will be full of attraction, so that students can enjoy learning physics. Charming classroom students will not feel bored, and the classroom atmosphere will be better. Third, design inquiry activities and create dynamic physics classes. In the past, students' learning style was relatively simple, mainly relying on receptive learning. Students do little or nothing. The classroom is the "concentration place" for teachers. This kind of physics classroom atmosphere is inactive and inefficient. Shanghai Physics Curriculum Standard for Middle Schools regards the change of students' learning style as one of the important goals of the second-phase curriculum reform, advocates "inquiry learning" in junior middle school physics teaching, and promotes the change of students' learning style and teachers' teaching style. The so-called "inquiry learning" is inquiry teaching, which emphasizes that the teaching process is under the guidance of teachers, on the premise of students' autonomous learning and cooperative discussion, and provides students with opportunities to freely express, question, cooperate, explore and discuss problems, so that students can learn through inner experience and active participation, and build their own knowledge system independently through personal practice. Students can learn the method of scientific inquiry through scientific inquiry, experience the formation process of knowledge and realize the change of learning style. For example, in the teaching of "the law of convex lens imaging" in junior middle school physics, students of A are required to observe the face of classmate B through an empty flask and a flask filled with water. By observing the students in A, we find that the students in B can see the inverted and reduced images of their faces through a spherical flask filled with water (especially observing the students' faces upside down, which makes them feel very novel), but we can't see such a phenomenon through an empty flask. At this time, the teacher guides the students to think: this is because the flask filled with water is equivalent to a lens with a thicker middle than the edge, that is, a convex lens. What the students see is actually an image of a convex lens, which is inverted and reduced. If student B's face is closer to the flask, it is possible to observe an inverted and enlarged image. Next, let the students observe the words on the paper with a magnifying glass. Students can see upright and enlarged images. At this time, students can take the opportunity to guess what the convex lens may be related to, with different characteristics and different properties. Under the effective guidance of teachers, students will inevitably think that the changes of object distance, image distance and focal length enable convex lenses to form images with different characteristics. Then it is necessary to explore the relationship among object distance, image distance and focal length through experiments, and the convex lens can form a specific image. In this way, it is logical for students to complete the study of "exploring the imaging law of convex lens" through group experiments. Through personal participation and inner experience, as well as exchanges and cooperation with classmates, students have formed the knowledge of convex lens imaging law. Students have a great sense of accomplishment, and it is not easy to forget their conclusions through the process of inquiry. Creating inquiry activities can give full play to students' subjective initiative, fully mobilize students' enthusiasm for learning, and make students use their hands (actively participate), brains (be willing to explore) and mouths (be good at expressing). The enthusiastic participation of students will definitely ignite the classroom atmosphere and make the classroom full of unexpected vitality. Fourth, skillfully use humor to create an emotional physics classroom. In the annual Spring Festival Evening, the audience's favorite programs are crosstalk and skits, because the programs of crosstalk and skits are full of wit and humor, which can make the audience understand the difficult truth in laughter. Similarly, most students prefer humorous teachers to dull, serious and rigid teachers. It can be seen that if teachers can properly use the power of humor in physics class, it will be of great benefit to transform students' learning environment and learning effect. I once heard a physics teacher tell students that the magnetic induction line around the magnet comes out from the N pole of the magnet and enters the S pole of the magnet. He humorously told the students that "the magnetic induction line, like our classmates in Nanhui, also likes to visit Shanghai." You see, he came from Nanhui and went to Shanghai. " The students were amused, not only remembered this knowledge point, but also listened more carefully in the later teaching, because the teacher's humor brought some students' attention back to the classroom. Humor is a condiment and lubricant for students to learn physics knowledge, which can make them