学生从生活经验中总结的物理规律经常存在错误,教师可以利用这些错误,形成认知冲突,帮学生“识”错;在设计教学时,可从学生本位思考潜在的认知错误,“诱”错并激发其思辨;在学生犯错后,引导其“思”错,进行深入思考;总结学生反复出错的知识点,帮助学生辨别相似情境,“纠”错并理清知识脉络。合理挖掘错误资源,并辅以相应教学,有利于提升学生的思维品质。 Students often experience errors in the physical laws summarized from their life experiences. Teachers can make use of these mistakes to form cognitive conflicts and help students to recognize their mistakes. When designing their teaching, they can think of potential cognitive errors from the students’ After the student makes mistakes, he guides his “thinking ” wrong, carries on the thorough thinking; summarizes the student repeatedly the wrong knowledge point, helps the student to distinguish the similar situation, " Clear knowledge. Reasonable mining of wrong resources, supplemented by the corresponding teaching, is conducive to enhancing the quality of thinking of students.