Talk about how to teach physics experiment

First of all, the teacher demonstration experiment.　　　　First, the demonstration experiment to achieve the desired purpose of the effect, to do a careful selection.　　　　Each demonstration experiment in the textbook has a clear purpose, and illustrate the same physical concepts or physical laws of the demonstration experiment can be several, but the teacher does not have to demonstrate one by one, but according to the requirements of the textbook and equipment conditions carefully selected.　　　　For example, in order to enable students to establish the concept of atmospheric pressure, you can choose to use a "thick piece of paper on top of a cup of water" demonstration experiment, do not have to be the Madsenburg hemisphere, syringe pumping and other demonstration experiments are served in front of the students, so as to list a number of phenomena and forget the theme to be expressed, so that the students are dazzled, I do not know the reason for it, rather than achieve the establishment of the physical concept of atmospheric pressure. Atmospheric pressure, the purpose of this physical concept.　　　　Second, in the demonstration experiment to increase student participation, improve student interest.　　　　Demonstration experiment is the teacher to use classroom time for students to demonstrate, in the operation at the same time and guide students to observe, think and analyze the experiment of a physical experiment teaching methods. In traditional classroom teaching, demonstration experiments are usually demonstrated by the teacher and watched by the students, but many experiments cannot be seen by the students at all, especially the students at the back. To varying degrees, it limits and hinders the development of students' intelligence and potential, and directly affects the improvement of students' experimental mental quality.　　　　Therefore, in the demonstration experiment, should actively guide students to observe, guess, analyze, summarize, and even in the experimental operation for students to actively participate in, so that students fully understand the content of the experiment, repeated many times, deepen the impression, consolidate memory.　　　　Third, when doing demonstration experiments, pay attention to analyze the experiment to achieve the best results.　　　　The teacher can do the demonstration first, and then analyze the experiment. For example, the teaching of electric power, the teacher can first do a demonstration, will be "220v, 25w" "220v, 60w" of the two bulbs were connected in series and parallel access to the 220v power supply, and observe whether they can be normal light? In the students to obtain perceptual knowledge on the basis of theoretical analysis, can often achieve more satisfactory results.　　　　Fourth, the process of demonstration experiments, but also to inspire students to actively think about the process.　　　　Teachers should design some inspiring questions, ask students at the critical moment, so that students think, analyze through the demonstration experiment, in order to achieve the purpose of cultivating students' thinking. Through a series of demonstration and inspiration, teachers and students *** with the discussion, both active classroom atmosphere, students can better grasp and understand the characteristics of the connectors.　　　　The following then talk about the student demonstration experiments a, cultivate students good experimental literacy, habits Junior high school students are young, self-control is not strong, and there is no experimental basis, and some even think that the experiment is just to play around with, student experiments are more difficult to organize the effect is not ideal. For this reason, we began to do student experiments to emphasize the rules of the laboratory and the development of a reasonable discipline, requiring students to do: (1) before the experiment must complete the content of the pre-study; (2) must be divided into good experimental groups to sit at the appropriate experimental table, do not move the equipment; (3) experiments can not be loud and noisy; (4) after the experiment will be neatly arranged, after checking the correctness of the equipment before leaving; (5) can not be arbitrarily equipment out of the laboratory, if damaged, explain in time. (5) Do not take the equipment out of the laboratory, and explain in time if it is damaged.　　　　Second, the development of a clear laboratory teaching objectives student laboratory teaching should develop a scientific and specific teaching objectives, so that the laboratory teaching and assessment of the chapter to follow, we are in the laboratory teaching based on the physics syllabus and textbooks, from the actual situation of the students, the development of cognitive objectives, operational skills objectives, experimental literacy objectives, so that the laboratory teaching objectives are clear, measurable and strong.