The Ministry of Education ’s 12-year National Education Curriculum Program recommends that schools should add hands-on experiments in the selection of textbooks in order to increase students ’interest in learning. It is also recommended that the implementation of teaching should aim at cultivating students’ problem-solving abilities, and explore the ability to explore Principles of cooperation, thinking intelligence, operational skills, and achieving course goals. However, at present, physics and chemistry in junior high schools still have a relatively high proportion of narrated teaching. In order to solve the above-mentioned teaching dilemma, this study aims to explore the effect of developing a computer version of 3D virtual experiment using virtual reality as a technology on the effectiveness and motivation of junior high school students in physical and chemical experiment learning. The research subjects were taken from three classes of the Chinese Communist Party in a certain country in Taipei City. They were randomly assigned to two groups of 55 people in the experimental group and 28 people in the first group of the control group. The experimental group conducts virtual reality VR experiment courses, while the control group conducts traditional laboratory courses. This research is conducted by experiment to explore whether there are significant differences in learning effectiveness and learning motivation between the two. The analysis results show that learning effectiveness has significant differences in learning evaluation and learning slips; there is no significant difference in learning motivation. This result indicates that the virtual reality experiment as an auxiliary textbook for the junior middle school physical and chemical experiment course. The teacher guides the students to operate the experiment course individually, which can effectively improve the students' learning effectiveness. This research contribution can provide a reference for middle school teachers to adopt emerging virtual technology as a response to the new curriculum materials.