| The senior high school curriculum reform of our country, beginning in 2004, has been carrying out for 4 years. In the physics curriculum standards of senior high school, curriculum objectives consist of knowledge and skills, processes and methods, emotional attitudes and values, which stress the importance of scientific inquiry in physics teaching status. The teaching materials of new curriculum standard are also highlighted the importance of experiment inquiry and design a number of novel instrument, for which some new demands are put forward in the aspect of experiment instrument in the senior high school physics laboratories, experiment skills of teachers and teaching methods. So, some problems are urgently needed to solve, these are to get knowledge of status of physics experiment teaching; to find out the difference of experiment teaching and the requirements of physics curriculum standard; and to know about the factor of affecting physics experiment teaching. Comparing the inadequate of the former study, with the measure of questionnaire investigation and interview to teachers, carried out more comprehensive study and full analysis on these issues. The research is not only to the description of the overall situation, but also compares and analyses the complexion of experiment teaching in different types of school. The follow are the he main contents and conclusions:1. Having Analysied and investgated the numbers of experiment in Physics Curriculum Standard, drawed the following conclusions :Most of the experiments, which are related "Common Senior High Schools Physics Curriculum Standard", could be completed, merely using original experiment instruments, new experiment instruments are needed for new matterials of Physics Curriculum Standard.2. The Status of physics laboratory and preparation room in senior high school: All of schools have laboratory and instrument rooms, but compared with the standards of laboratories promulgated by the Ministry of Education, lots of schools did not meet the standard, that is more than a third schools did not meet the general requirements. However, because these provinces have different standards, there are five schools which neither meet the standards of the Ministry of Education, nor meet the standards of each province. The feedback about needs for laboratory reveals that only two schools are "not enough". 3. Configurations of Instrument:(1) the experimental apparatus for group experiments is obviously better than the demonstration instrument, taking into account the five kinds of choose instrument group experiments, it is considered that the configurations of experimental instrument for group experiments reach the standard of instrument configuration directory of the Ministry of Education; (2) Three city senior high schools of eastern, central and western regions have an average same situation. In the same province between different types of schools, teaching physics experiments are very different, especially, between the city senior high schools and rural snior high schools; (3) There was not much disparity about experiment instrument in experimental and non-experimental area. However, there are better situation of several additional instruments in experimental area than in the non-experimental area; (4) All kinds of configuration directories of experiment instruments is different, there are the best instruments in configuration directories of experiment instruments of the Ministry of Education, and these are the worst in the instrument configuration directory of provinces.4.The situation of carring out experiment: (1) the percent of setting up experiments is high on average. The investigation indicates that 78.2% of the experiments were carried out on average, in the 49 experiments; 83.5% of the experiments were carried out on average,in 20 group experiments; (2) There is much distinction between in rural senior high school and in city senior high school, especially in the aspect of group experiments. In the city senior high school an average of 18.3 group experiments is carried out that is more than the quantity of national physics syllabus in 2000, and more than the quantity of the requirements of examination outline in Shandong Province, also approximates the requirement of the national examination outline, but the average quantity of group experiments in rural carried out is 7.8; (3) There is any distinction about the situation of group experiments between experimental and non-experimental areas. In the non-experiment areas, city senior high schools carry out 19.3 group Experiments on average, more than the quantity of requirement of national examination outline. In the curriculum experiment area, 12 city senior high schools carry out an average of 17.8 group experiments, that proportion is lower than non-experiment areas. It is because that there is at least one experiment each module, these experiments will not, if there is on elective module.; (4) In the curriculum experiment area, 12 city senior high schools carry out an average of 39.2 experiments. In the non-curriculum experiment areas, there are 38.6experiments carry out on average, that is lower than non-experiment areas; (5) In the eastern provinces, city senior high schools carry out 38.9 experiments on average, in central provinces that is38.5, and it is 39.1 in the western provinces, so, there is little distinction between them.; (6) The two main reasons why some experiment did not carry out is lacked of instruments and materials.5.Situation of the utilization of experiment resources: (1) The opening up of the laboratory are relatively weak aspect, so, in these schools, students have few chances to do extra-curricular experiments; (2)Almost all of schools teaching experiment instruments are used, less instrument is not used, the main reason for not used is that these experiment instruments are irrelevant with materials or they are obsolete and damaged; (3) Teachers always experimentalize according to the teaching materials step-by-step, there is no improvement; (4) Most teachers don't pay attention to the evaluation of experiment result, students merely write expriment report; (5) The teachers have realized some significance of inquiry experiments, but have not begun action consciously. It is found by comparing that it is better in experiment areas than non-experiment areas that teachers recognize significance of inquiry experiment teaching and the situation of carrying out inquiry experiment. It shows that the teachers in experiment areas have recognized the significance of experiment inquiry.6.Situation of questionnaires of Students: (1) The main reasons that students interested in physics are that what the content of physics itself are, not teaching methods and teaching instrument. Most students do not like the experiments that are difficult to observe; (2) In the course of the experiment, problems, experiment design, notice of experiment operation and methods of dealing with experiment data are carried out under the guidance of teacher; students have little chance to design experiment themselves; (3) Majority of students can complete the experiments in the time provided; most students finish the experiment reports independently, the majority of students communicate result of experiment with classmates; (4)Few inquiry experiments are carry out, which students explore every once in a while; (5)It is better in Curricular experiment areas than in Curricular non-experimental areas that how many experiments students have studied, the students take exchange of the results of the experiments, how much proportion of inquiry experiments is carry out, attitude of students on experiment. there is not otherwise orderly difference.
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