For example, for the part of the "l

For example, for the part of the "light dispersion" experiment, the teacher can adjust this lesson as an experimental lesson, so that students can use flashlights, white paper, prisms and other experimental tools to do experiments in person, and students can really observe closely in the process of participation: different wavelengths of light, the exit Angle is different, the incident light is not a simple monochromatic light. In this way, students' main position in the physics experiment class is highlighted, which has stronger teaching effect than the teacher's own demonstration experiment, which is conducive to each student's personal participation in the experiment, enabling them to observe the experimental phenomenon closely, and enable them to deeply analyze and discuss the experimental results with classmates around them, so as to form a certain understanding of the composition of light. Improve students' physics experiment learning efficiency and learning effect. After the completion of the experiment, teachers can guide students to learn the theoretical knowledge part of the textbook, which can effectively promote the improvement of students' physics learning ability and promote the development of students' thinking. 3. Use of new equipment to assist teaching The continuous progress of the information age has also spawned a lot of auxiliary teaching tools used in the education industry, such as multimedia equipment. In traditional teaching, due to the limitations of experimental materials, equipment, process speed, personal safety, environmental conditions and other factors, some experiments cannot be demonstrated by teachers or operated by students, which is not conducive to students' deep understanding and grasp of physics knowledge. For junior high school physics experiment teaching, it is also a very important teaching method to use multimedia equipment to demonstrate some experiments. Some experiments that are difficult to complete can be completely carried out through multimedia equipment. By preparing in advance or using high-quality teaching resources on the Internet, students can observe and understand the content of experiments that cannot be conducted personally, as well as the process and results of experiments. The use of new equipment to assist experimental teaching can also enrich some boring principle explanation or process description, thus attracting students' attention, stimulating students' interest in learning physics experiments, and allowing students to observe the specific content of the experiment, so that students can use new equipment to assist experimental teaching in physics experiments. It can also enrich some boring principle explanation or process description, so as to attract students' attention, stimulate students' interest in learning physics experiments, and allow students to observe the specific content of experiments, so that students can better learn physics experiments. This requires teachers to give full play to the teaching role of multimedia equipment and introduce multimedia equipment into physics experiment teaching [4].