How to cultivate students' experimental operation ability and scientific inquiry ability? The new physics curriculum standard puts forward that how to cultivate junior high school students' scientific inquiry ability is an important content. The new curriculum standard emphasizes that "physics curriculum should change the tendency of overemphasizing knowledge inheritance, let students experience the process of scientific inquiry, learn scientific research methods, and cultivate students' exploration spirit, practical ability and innovative consciousness". To this end, the author has several experiences for reference on how to cultivate students' experimental inquiry ability in physics teaching: one is to teach students in accordance with their aptitude, and the other is to guide them to continuously cultivate students' ability to question and ask questions. Today, as a physics teacher, whether in class or in experimental operation, we should constantly strive to cultivate students' ability to dare to ask questions to teachers. First of all, because one of the elements of scientific inquiry is to ask questions, we constantly take questions as the starting point of inquiry. Therefore, at the beginning of inquiry activities, we should constantly strive to create physical problem situations, try our best to guide students to find as many conflicts between new physical situations and existing knowledge as possible, and thus put forward a series of questions to arouse students' interest in inquiry. Secondly, real life is full of physical knowledge. Because in physics teaching, students should be encouraged to ask questions boldly according to their own physical knowledge and life experience, and pay attention to timely praise. Second, try to be the organizer of students' experiments and pay attention to cultivating students' practical ability. Practice is the soul of inquiry learning. We should emphasize the initiative, enthusiasm and creativity of students' experiments according to their "practical ability", which is one of our primary goals to cultivate students' comprehensive quality. First of all, in experimental teaching, we should adopt various forms of experimental inquiry to continuously cultivate students' practical ability. To this end, demonstration experiments can be carried out for teachers and students to explore together. For example, in the experimental class, students can be divided into groups to complete the sublimation and condensation of iodine. Secondly, we should constantly strengthen students' practical inquiry activities. Moreover, we should constantly use the objects around us to develop and design various physical experiments and enrich the inquiry activities in and out of class. Third, we should always cultivate students' scientific attitude of seeking truth from facts and the spirit of inquiry of unity and cooperation. More than 30 students' inquiry experiments are arranged in the new physics textbook for junior middle school, but most of them are not conducted by individuals, but mainly by students in groups. First of all, in the exploration of experimental classes, we should constantly seize the opportunity to guide each student to carefully observe experimental phenomena, such as recording experimental data, and consciously develop a scientific attitude of seeking truth from facts and respecting the laws of nature. For example, in the experiment of "observing the boiling of water", students should be guided to carefully observe the bubble phenomenon in water before and after boiling, and draw the data into a chart, and then try to guide students to seek truth from facts in the experiment. Secondly, we should pay more attention to the communication and cooperation between students, and try to arrange enough time for students to fully exchange and discuss various ideas and viewpoints. In this way, for most inquiry activities, the process of inquiry is more important than the result of inquiry. Therefore, in the inquiry activities, we can't make a conclusion in order to catch up with the progress and before the students have done enough thinking. Fourth, we should constantly apply physical knowledge to real life and natural phenomena, so as to focus on cultivating students' ability to integrate theory with practice. Physics teaching in middle schools has always attached importance to the application of physics knowledge in natural phenomena, science and technology and life practice, so as to reflect its scientific value and stimulate students' interest in autonomous learning. First of all, try to let students do some small home-made things, such as miniature cameras and simple compasses. At the same time, more exploratory questions should be arranged: for example, how did the clothes hook stick to the wall? This can close the distance between physics and life, let students deeply feel the authenticity of science and the relationship between science and society and daily life, thus stimulating students' desire to explore and interest in learning. Secondly, we should constantly pay attention to the practical application of physical knowledge. For example, after learning simple knowledge of mechanical movement, students should be organized to observe bicycles in person and try to tell them what simple machinery is used in bicycles. Only in this way can students feel that physics is around us. This not only stimulates students' interest in physics class, but also consolidates their knowledge and gradually cultivates their comprehensive ability of integrating theory with practice. In short, as a physics teacher, students should be encouraged to actively use their brains and hands in the process of experimental inquiry, learn physics concepts and laws well through various independent inquiry activities, and truly experience the fun of learning natural science, so as to better understand scientific methods, acquire scientific knowledge, and gradually cultivate students' experimental inquiry ability. At this moment, we are truly successful in teaching.