本文主要讲的是教师对学生的误会会对学生造成影响，常见的学生误解会导致学生的问题。学科课程和学习标准的研究人员发现，教师对学生常见误解的理解有助于形成更好的学生学习(Kember, 2000)。教师应提倡一上课就消除这些错误观念，利用直接提问的方式向学生提出有关这些错误观念的问题。这将给老师一个直接的方式来理解学生在哪里有误解，然后他们可以解决他们。另一方面，在某些情况下，教师也有可能潜移默化地观察学生并间接地评估数据。这些不同形式的观察有助于教师改进学生未来的课程。本篇墨尔本论文代写文章由澳洲论文人EducationRen教育网整理，供大家参考阅读。
Common student misconceptions are seen to lead to issues for students. Researchers on subject curriculums and standards of learning have identified that it is the teacher’s understanding of common student misconceptions which could be helpful for forming better student learning (Kember, 2000). Teachers should advocate eliminating such misconceptions as soon as the class starts would by making use of direct methods of asking questions to students on the misconceptions. This will give the teacher a direct way to understand where students have misconceptions and they can then address them. On the other hand, in some situations, it would be possible for teachers to also latently observe students and indirectly gauge the data. These different forms of observations help the instructor to improve the future lessons for student.
However, another important observation made in research works is that instructors have to be aware of the different misconceptions that can exist based on content. For instance, some people consider some of the science misconceptions. In the understanding of properties and change of properties in matter, it is observed that there are misconceptions in students about how matter is not conserved (Sadler & Sonnert, 2016). Similarly, in the case of other language classes or math classes, there could be some other forms of misconceptions. Instructors hence have to research on the content they are going to deliver in the study environment and prepare themselves to help their students. This would help students get a better idea of the subject early on in the learning process.
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