在当前的中学物理教学中,实验是个薄弱环节。不少学校存在着少做甚至不做实验的现象。有的即使做了一些实验,也没有充分发挥其作用。产生这种现象的原因是多方面的,除了客观上实验仪器缺乏外,还有一个很重要的原因,就是,有些教师特别是年青教师,对实验在物理教学中的地位与作用,还缺乏足够的认识。 物理学是一门实验科学,它的不少内容都是观察和实验的总结,或者需用实验来证实。学生学习知识,要符合人的认识规律,从生动的直观到抽象的思维,再回到实践中去。这都离不开观察和实验。正如国外一位教育家所说,没有实验就不是也不可能是合理的物理教学,只用嘴来讲的物理教学必然导向形式的理解和机械的记忆。我国许多有经 In the current middle school physics teaching, experiments are a weak link. In many schools, there are phenomena of doing less or even not experimenting. Some even did some experiments, it did not give full play to its role. There are many reasons for this phenomenon. In addition to the objective lack of experimental apparatus, there is a very important reason why some teachers, especially young teachers, lack sufficient positions and roles in experiments in physics teaching Understanding. Physics is a science of experiment, and many of its contents are summaries of observations and experiments, or experimentally verified. Students learn knowledge, to meet people's understanding of the law, from the vivid intuitive to abstract thinking, and then back to practice. This is inseparable from observation and experiment. As an educator abroad said, without experiment, physics teaching can not and can not be justified. The teaching of physics in terms of mouth inevitably leads to formal comprehension and mechanical memory. Many of our country have been