在物理课堂教学中,教师通过演示实验所展示的生动而具体的实验现象,对于建立物理概念、导出物理规律和帮助学生认识事物的本质起着重要作用。但也常会出现这样的情况:学生通过对实验现象的观察、分析,并不能达到教师所预期的效果,而出现了观察和分析活动误入歧途或中途受阻的僵局。这就是演示实验的非预期效应。本文试图通过探讨课堂演示实验中非预期效应形成 In physics classroom teaching, the vivid and concrete experimental phenomena demonstrated by teachers through demonstration experiments play an important role in establishing physical concepts, deriving physical laws, and helping students understand the nature of things. However, it is often the case that students observe and analyze experimental phenomena and cannot achieve the effects expected by the teachers. There has been a stalemate in which observation and analysis activities are misguided or blocked in the middle. This is the unintended effect of the demonstration experiment. This article attempts to explore the formation of unintended effects in classroom demonstration experiments.