实验是物理教学的重要组成部分,是学生认识物理的最有效途径,但由于教师观念及教法上的偏差,实验在实际教学中所起的作用大打折扣,许多教师把动手实验变成纸上实验、理想化实验,导致学生对实验兴趣不高,甚至以“陪玩”的心态完成实验任务。为何出现这种现象?又如何应对?本文,笔者试结合实践回答这两个问题。一、分组实验存在的问题分组实验存在的问题主要有:(1)学生对分组实验兴趣低;(2)实验结果可信度低;(3)实验的效度低。学生对分组实验兴趣低,最主要的原因是教师 Experiment is an important part of physics teaching and is the most effective way for students to understand physics. However, due to the deviation of teachers’ conceptions and teaching methods, experiments play a more and more important role in practical teaching. Many teachers turn hands-on experiments into paper Experiments, idealized experiments, resulting in students interested in the experiment is not high, and even to “accompany play” mentality to complete the experimental task. Why this phenomenon? And how to deal with? In this article, I try to answer these two questions with practice. First, the problem of grouping experiments Grouping problems in the experiment are: (1) the interest of students in grouping experiments is low; (2) the experimental results are low in reliability; (3) the validity of the experiment is low. Students interested in grouping experiments is low, the main reason is the teacher