《普通高中物理课程标准（2017年版2020年修订）》明确指出物理实验是高中物理教育教学的重要环节，是落实培养学生物理核心素养目标的重要途径，强调教师应积极设计学生活动让学生亲身经历实验探究的过程。融入创新实验的物理概念和物理规律课堂教学不仅有利于激发学生的学习兴趣和探究欲望，还能使学生更加深入地理解物理概念和物理规律的内涵，有助于在实验教学过程中培养学生的创新意识和创新思维。

本文通过文献研究明确了高中物理创新实验的设计理论，在建构主义理论、认知心理学理论和杜威的“做中学”理论指导下，结合诸多专家学者的研究成果，总结出创新实验需要遵循的原则有创新性原则、目的性原则、科学性原则、安全性原则、直观性原则和关联性原则，并结合物理创新实验设计理论对创新实验的原则进行了阐述。之后结合对高中物理创新实验案例的归纳分析，总结出5种创新实验的方法：创设法、替代法、移植法、比较法和改造法，并结合实际案例对这些创新实验设计方法进行分析。

本文基于创新实验设计的原则和方法，总结出创新实验设计开发的一般步骤包括实验分析、创新设计、实验制作、运用改进和效能评价5个部分。同时提出了高中物理创新实验设计的3种途径，分别是立足教材中原有实验进行改进、完善和创新，立足教材中无实验的重、难点知识创新实验，以及立足核心素养创新高中实验教学方法、手段。并基于此开发步骤，针对上述3种设计途径，分别开展了电容器探究创新实验、电源内外电压探究创新实验和测重力加速度拓展创新实验案例研究，设计出多篇教学案例。

最后笔者利用设计的创新实验《电容器 电容》教学设计开展教学实践，设置对照班和实验班，对照班主要采用讲授法等常规教学方法，实验班则基于创新实验教学设计开展教学，注重在情境中发现问题，从实验探究中构建概念。通过比较实验班与对照班在解决电容相关试题的能力差异，发现创新实验下的物理实验教学对培养学生问题解决能力和质疑创新思维有显著提升作用。

The "General High School Physics Curriculum Standards (2017 Edition and 2020 Revision)" clearly points out that physics experiments are an important part of high school physics education and teaching, and an important way to implement the goal of cultivating students' core physics literacy, emphasizing that teachers should actively design student activities to allow students to experience the process of experimental inquiry. Classroom teaching of physical concepts and physical laws integrated into innovative experiments is not only conducive to stimulating students' interest in learning and desire for exploration, but also enables students to understand the connotation of physical concepts and physical laws more deeply, which is conducive to cultivating students' innovative consciousness and innovative thinking in the process of experimental teaching.

This paper clarifies the design theory of high school physics innovation experiment through literature research, and under the guidance of constructivist theory, cognitive psychology theory and Dewey's "learning by doing" theory, combined with the research results of many experts and scholars, summarizes the principles that need to be followed in innovative experiments, including the principle of innovation, the principle of purpose, the principle of science, the principle of safety, the principle of intuitiveness and the principle of relevance, and the principle of innovative experiment is elaborated in combination with the theory of physical innovation experiment design. Then, combined with the inductive analysis of high school physics innovation experiment cases, five innovative experiment methods are proposed: creative method, substitution method, transplantation method, comparative method and transformation method, and these innovative experimental design methods are analyzed based on actual cases.

Based on the principles and methods of innovative experimental design, this paper summarizes the general steps of innovative experimental design development, including experimental analysis, innovative design, experimental production, application improvement and efficacy evaluation. At the same time, three ways of innovative experimental design of high school physics are proposed, namely, improvement, improvement and innovation based on the original experiments in the textbook, the innovation experiment of heavy and difficult knowledge based on the lack of experiment in the textbook, and the innovation of high school experimental teaching methods and means based on core literacy. Based on this development step, according to the above three design methods, innovative experiments on capacitor exploration, innovative experiments on internal and external voltage exploration of power supply, and innovative experimental case studies on gravity acceleration measurement were carried out, and a number of teaching cases were designed.

Finally, the author uses the innovative experimental "Capacitor Capacitor" teaching design to carry out teaching practice, and sets up control classes and experimental classes, the control class mainly adopts conventional teaching methods such as lecture methods, and the experimental class is based on innovative experimental teaching design to carry out teaching, focusing on finding problems in situations and constructing concepts from experimental exploration. By comparing the differences in the ability of experimental classes and control classes in solving capacitance-related questions, it is found that the teaching of physics experiments under innovative experiments has a significant effect on cultivating students' problem-solving ability and questioning innovative thinking.