The significance of innovative teac

The significance of innovative teaching methods of junior high school physics experiments Carrying out junior high school physics experiments can deepen students' cognition of theoretical knowledge, guide students to actively explore the nature of physics learning, bring students the most intuitive physical experience, and exercise students' various comprehensive abilities. However, in the current physics experiment teaching of junior middle school, some students have low enthusiasm and lack of participation in experimental learning, and experimental teaching is easy to become a mere formality, which cannot really bring out the teaching effect of physics experiment [1]. The innovation of physics experiment teaching methods in junior middle school conforms to the needs of the new curriculum education reform, can effectively improve students' learning interest and efficiency in physics knowledge, improve students' experimental level, guarantee the teaching quality of junior middle school physics experiment courses, and promote the overall progress of junior middle school physics teaching courses. 1. Increasing experimental teaching conditions and investing in laboratories and corresponding experimental instruments that meet certain standards is an important basis for ensuring the effective implementation of junior high school physics experiments. However, the hardware equipment of physics experiment teaching in some schools does not meet the teaching standards. For example, some schools have not set up special laboratories, some experimental instruments are rotten and damaged, and some experimental instruments are not highly accurate, which are difficult to meet the needs of effective experimental teaching [2]. Faced with this problem, schools should increase the investment in physics teaching experiment, set up physics teaching laboratory in time according to the standard, and update the hardware equipment of physics teaching. In this process, teachers do not need to equip each student with a laboratory or experimental equipment, but can share teaching resources by dividing them into groups to ensure that students can effectively increase their experimental knowledge reserve when learning theoretical knowledge, so as to prepare for efficient physics experiment teaching. In the traditional physics experiment teaching course of junior middle school, teachers mainly show the experiment process and results for students, and teachers are usually the subject of experiments, which lacks the link of students' personal participation and hands-on experiments, and fails to enable students to form profound cognition, which reduces the efficiency of experimental teaching class [3]. In order to enable students to gain more gains in physics experiment teaching, teachers must change their teaching concepts, make students become the subject of experiment teaching class, and let students choose experiment programs and experimental equipment according to their own thinking, and verify their conjectures. Even in the class where experiments are displayed for students, teachers should play the role of guides, strengthen interaction with students, encourage students to speak actively in class, put forward their own questions, guide students to make bold guesses, actively summarize and reflect on the physics knowledge, and propose more experiment plans.