新手地理教师在教学中常会遇到被学生“挑错”的尴尬情境。本文以太阳视运动相关试题解析为例，呈现教师解答相关试题时连续两次被学生“挑错”的经历。教师通过自身的探索、学生的钻研纠错和同行的点拨完善这三次不断深化的教与学的互动过程，实现了教师专业发展与学生思维成长的双向赋能。

Novice geography teachers often encounter embarrassing situations where they are "pointed out mistakes" by students during teaching. This article takes the analysis of questions related to the solar apparent motion as an example, presenting the experience of a teacher repeatedly being "pointed out mistakes" when answering such questions. Through their own exploration, students' diligent error correction, and the guidance of colleagues, the teacher improved this three-times deepening interactive process of teaching and learning, achieving the dual empowerment of teacher professional development and student thinking growth.