| The experimental process is a cognitive process for students and the process of solving problems. This article according to the Unconventional Physics Experiment woks on the cognitive function is to promote the skills to solve problems. Then, we have a preliminary discussion on the experimental skills according to Cognitive Psychology. I think that the experimental skills are made up of three parts. They are interaction skills, motor skills and metadata components, laboratory capacity. They can't be divided. The high school physics experiment mainly divided into two parts: teacher demonstrates the experiment and group work to do the experiment by the students. At present, almost all the high schools can complete the teaching content of the experiment which required by teaching requirement. But extracurricular experiments are always not being done. There are some problems during the process of the conventional experiments. As for the grouping experiment, first, the teacher should prepare the same experimental equipment ahead of time in the laboratory for the students. Next, tell the principles, the goals and the tips of the experiment carefully to the students. Then, the identical class's students complete the experiment according to the same steps and during the same period of time. Finally, the students will obtain the similar conclusion. Such experimental teaching only can initially train the students' ability in the aspect of experimental observation and operation. But the student's cognition ability cannot be trained well.We may use Unconventional Equipment to do some conventional experiments. That is to say, use "Unconvention" equipment in the experimental teaching process to complete the Physics experiment. We can also build an opening and diverse teaching scene by this way. If we combine Unconventional Experiment with the conventional physics experiment; we can arouse the students' curiosity to study physics, can enhance the students' ability of imagination to solve unconvention experimental questions; can train the students' understanding ability to solve the actual problem; can strengthen the students' individuality quality to know the new thing on own initiative, thus enable to raise the students' cognition ability.The main topics based on the physics experiment teaching and took the experimental context as a breakthrough point to solve the current high school students' physics problems, such as interest in learning, initiative is not strong, teaching "to situations of students. That's why the students in low capacity in studying and a lack of scientific inquiry, so students do not take in the knowledge and poor in the migrating the knowledge. In order to improve the teaching method of physics and provide a reference, I combine the Unconventional Physics Experiment and the classroom teaching together. Finally, I got it.Take the DaQi No.1 middle school for an example. There are four classes have joined in the research: Class 1 and 3 for the experimental group, a total of 120 people, and the group carried out Unconventional Physics Experiment. While for the control group, a total of 119 people, I teach this group as usual. From September 2008 to January 2009, it lasted one semester to study the effects of cognitive abilities on students. Compared with Group Two, Group One is good at perception, attention, cognitive strategies, memory and expression.This article also analyzes the experimental abilities of senior school students. By a questionnaire survey on students' experimental abilities, we can find out the reasons how the differences of students' experimental abilities occurred. So, the differences can effectively provide a reference to experimental teaching. The last chapter of the theme offers some advice about experimental teaching, including the integration of various ways of experimental teaching, the principles of the experimental teaching and some concrete measures.
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