2012年湖北高考物理试卷中出现了螺旋测微器零误差读数题。跟着这一变化走,教师加大了测量仪器零误差修正教学的力度,特别是在引导学生学习螺旋测微器零误差修正时,从结构到测量原理再到总结出来的“正误差减、负误差加”或“可动零刻线在上加、在下减”的修正方法,仔细讲扎实练,结果却不尽如人意。笔者对讲过螺旋测微器零误差修正方法的几个班的学生作业进行调查,正确率不足30%。为此,笔者尝试采用类比法,让学生从已知到未知,举 2012 Hubei physical examination papers appear spiral micrometer zero error reading problem. Along with this change, teachers have stepped up efforts to correct zero error correction in measuring instruments. In particular, when guiding students to learn the zero error correction of spiral micrometer, from the structure to the measurement principle to the sum of positive errors, Negative error plus “or ” Movable zero line in the increase, down in "correction method, carefully speaking solid practice, the result is not satisfactory. I talked about the spiral micrometer zero error correction method for several classes of students homework survey, the correct rate of less than 30%. To this end, I try to use analogy, so that students from unknown to unknown, cite