The subject of physics itself is a natural science based on observation and experiment. Therefore, giving full play to the charm of experiments in physics experimental teaching is an important means to stimulate students' interest in learning. A perfectly designed and suspenseful experiment will often arouse students' curiosity and arouse their strong desire for knowledge, making students full of emotions and maintaining a good state of excitement during classroom learning. In this way, how can the classroom effect be bad? So, how to use physics experiment teaching to cultivate students' interest?

1. Use demonstration experiments to create physical situations

In demonstration experiments, real-life, vivid and interesting experiments can be used to create living physical situations for students to make them feel If you are fresh and curious, you will be interested in physics class. For example, when teaching the relationship between fluid pressure and flow velocity, we can use a funnel and a ping-pong ball to demonstrate an interesting phenomenon to the students. The teacher first bit the tip of the funnel in his mouth, with the mouth of the funnel facing down. When he put the ping pong ball in the funnel and blew air into the funnel, he let go of his hand. A strange phenomenon occurred. Although his hand left the ping pong ball, But the ping-pong ball did not fall, but was beating near the mouth of the funnel. The students were stunned by this phenomenon, "Why doesn't the ping-pong ball fall? Doesn't gravity exist?" Then put the funnel and the ping-pong ball. Give it to a classmate and ask him to imitate the teacher's movements. He will take in enough breath, concentrate on blowing at the tip of the funnel, and want to blow the table tennis ball down. As a result, the table tennis ball is still beating near the mouth of the funnel, and Without falling, the harder you blow, the faster it beats. This scene will inspire every student to think hard, why is this? At this time, the teacher will explain this wonderful phenomenon, and the effect of this stressful class can be imagined.

2. Use group experiments to cultivate hands-on ability

In group experiments, teachers can take advantage of students’ characteristics of being more active and liking to do experiments, and through correct guidance and strict standards, let students Students actively take the initiative to operate, observe, record, analyze and summarize physical phenomena by themselves, and re-understand, re-learn and improve their physical knowledge. It can enhance students' interest in learning physics. For example, "Practice using ammeters" first allows students to operate and become familiar with the rules for using ammeters, and then guides students to explore the laws of current in series and parallel circuits through measurement data. Because students are given free space and time to explore, students are highly motivated and the classroom atmosphere is active. The methods used by students to connect circuits are often unexpected in our teaching design. Finally, the circuits connected by students are summarized and analyzed to deepen the understanding. Students' understanding of this part of knowledge improves students' interest in learning physics.

3. Use extracurricular experiments skillfully to nourish physical emotions

In extracurricular experiments, teachers must guide students with great enthusiasm so that students can succeed in extracurricular experiments Enjoy happiness in the experiment, that is, let students regard the experiment as a kind of enjoyment, thus stimulating their interest in learning physics. Therefore, for extracurricular experiments such as small productions and small experiments arranged in textbooks, teachers must carefully guide students to do well, and evaluate their works every time, introduce a "competition" mechanism, and create a "self-expression" environment for students. opportunities to effectively mobilize students’ enthusiasm for learning. Students must be endlessly interested in this, never tire of doing experiments, and enjoy it. For example, after learning the "Floating and Sinking Conditions of Objects", students were arranged to go home and find the equipment around them to make their own "submarine", and asked the students to bring their homemade "submarine" back to school for evaluation a week later. After the homework was assigned, the students' enthusiasm Very high. After a week, every student can bring the carefully crafted "submarine" back to school, and spontaneously communicate among classmates to talk about the production process and experience, and compare the pros and cons of the work and the performance. . Finally, the whole class rated the "small productions" as their usual experimental results, and good works were selected to stay and participate in exhibition reviews. This greatly mobilizes students' enthusiasm, not only broadens students' knowledge, improves students' practical ability, but also stimulates students' interest in learning.

4. Improve experimental ability and cultivate innovation awareness

The current goal of education reform is to turn exam-oriented education into quality education, cultivate students’ innovative spirit and ability, and enable physics experimental teaching to With its vivid charm and rich connotation, it provides a unique creative environment for students to develop their creative potential.

Therefore, the physics experiment teaching link should become an important educational resource for cultivating students' innovative spirit. How to develop and utilize this resource to carry out innovative education, the author believes that efforts can be made from the following aspects:

1. Increase experimental teaching Exploratory experiments

The advantage of exploratory experiments is that they can not only stimulate students' interest in learning and cultivate students' character, but also improve students' scientific literacy and innovative spirit. The number of inquiry experiments in Su Ke’s junior high school physics textbook has been significantly increased, and demonstration experiments, small experiments, etc. can all explore elements of inquiry to increase the exploratory nature of the experimental content. Therefore, teachers should find ways to design experiments as exploratory experiments, consciously create an atmosphere of inquiry, expand the inquiry space and thinking space, and find innovative breakthroughs in the students' inquiry process.

2. Pay attention to the application and extension of experimental conclusions

The ultimate goal of mastering knowledge is to apply knowledge to solve practical problems, thereby further consolidating and extending the acquired knowledge and moving towards the integration of knowledge and skills. Further exploration in depth and breadth. For example, after I obtained the imaging rules of convex lenses through experimental research, I promptly introduced the principles, production techniques and applications of "magnifying glass", "camera" and "projector" to students. At the same time, I inspired students to innovate. Lenovo "Can you use two convex lenses to form images at the same time?" After hearing this, the students were very enthusiastic and wanted to give it a try, which improved the students' desire for innovation.

3. Create an open experimental environment

According to the actual situation of students, organize and carry out extracurricular activities with various forms and rich content, and create an open learning that is conducive to students at all levels to carry out experiments Atmosphere, this is an effective measure to develop students' personality and expertise, cultivate the use of experiments to explore the unknown, and cultivate the innovative spirit of bold questioning. For example: after learning the common sense of safe electricity use, give them some basic physical objects, such as wires, spiral light bulbs and lamp holders, bayonet type light bulbs and lamp holders, switches, electrician's knife, tape, etc. Let the students install in groups directly on the board or wall. After the teacher checks that everything is correct, turn on the power for evaluation. "The lightbulb is on! I can also be an electrician!" The joy of success arose spontaneously.

In short, physics experiments are not only a means to help students observe phenomena and grasp laws, but also an important way to stimulate students' interest in learning and cultivate students' innovative abilities. Strengthening the teaching of physics experiments in junior middle schools, urging students to pay attention to and learn physics well, and improving their quality in all aspects are important topics in current junior middle school physics teaching research, and are also important requirements for junior middle school physics teaching under the new curriculum reform.

(Author’s unit: Baima Lake Central Junior High School, Jinhu County, Jiangsu Province)