Therefore, the teacher should not o

Therefore, the teacher should not only do a good job of the demonstration experiment stipulated in the textbook, but even a paragraph, an illustration, and an exercise in the textbook can be moved to the platform to progress the experimental demonstration. The form of demonstration can not only be the teacher acting, the students watching, but also the teacher guiding, the students acting, the students guiding, the students acting, and so on. 2. Rational use of multimedia technology to optimize demonstration experiment teaching Multimedia teaching refers to the application of animation production effect, video, projection, simulation experiment and other means in the teaching process to progress experimental teaching. For example, the application of multimedia display classroom experiments can not demonstrate the macro, micro, very fast, very slow physical phenomena and physical processes, so as to break the constraints of time and space, realistic simulation, sensitive amplification or reduction of the physical scene, the physical process vividly displayed in front of students, so that students strengthen understanding and thorough understanding. Of course, in the detailed implementation process, we must also choose the appropriate teaching means according to the content of experimental teaching, should prevent the excessive use of computer network education technology and lead to new problems. 3. Carefully design students' group experiments, and deepen the effects of group experiments. The group experiments mainly focus on measurement, verification and practical experiments. In order to improve the effect of students' group experiment, it is necessary to make students really enter the role, hand, eye, brain and use to develop purposeful inquiry activities.