本研究以导师张萍教授开设的基础物理BII课程为平台，利用同伴教学法（Peer Instruction，简称PI），以导体的静电平衡、静电屏蔽为例，对北京师范大学化学系2014级145名本科生在电磁学学习中所具有的迷思概念及其物理思维策略作了相关研究。 本研究以基于一阶诊断测试提取出的迷思概念所编制出的二阶概念测试题作为测试工具，学生在基础物理课上被分成43个小组，以小组为单位对2道二阶概念测试题（Concep Tests）展开讨论，并对讨论的全过程进行录音，通过转录和整理录音内容，进而分析和统计出学生在导体的静电平衡、静电屏蔽部分存在的迷思概念及其频次，以实现与一阶诊断测试的结果互证，也发现了一些新的迷思概念。 同时选取具有代表性的讨论片段，定性分析学生解决问题时所运用的思维策略，并根据思维水平分类标准进行归类阐述，以探讨上述迷思概念的形成机制，最后基于研究结论提出建议，为教师教学和学生学习提供参考。

The purpose of this study is to investigate students’ misconceptions and their physics thinking strategies about electromagnetic——the case of conduct’s electrostatic equilibrium and electrostatic shielding. These students are enrolled in Beijing Normal University chemistry department in 2014, including 145 undergraduates. In the method of Peer Instruction, this study is based on a platform that professor Zhangping’s lesson "basic physics BII project ". In class, the students were divided into 43 groups, they discussed 2 second-tier Concep Tests, which developed by the original concept tests, and the discussing contents had been recorded by recorders. Through studying and analyzing their recordings, I have discovered some misconceptions and their frequencies about conduct’s electrostatic equilibrium and electrostatic shielding. I found they have the same misconceptions as the undergraduates who were tested in the original concept tests. Some new misconceptions have also been discovered through their recordings. Then through qualitatively analyzing the physics thinking strategies in their representative recordings, and summarizing their thinking level according to the classification, I got the formation mechanism of their misconceptions above. At last, I presented some advice based on the research conclusion to provide a reference for teaching and learning.