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.