“广佛肇”三地教学研讨活动已成常态,笔者2014年欣赏了三节“研究洛伦兹力”的同课异构课,三地的独立研讨,反映不同地区对同一教学内容理解的不同。同课异构有助于引发教师的思考,在教学思想碰撞中激起教研的火花。笔者就三节课中教学导入、探究处理、洛伦兹力大小计算公式的推导、素材开发中的异同,与同行交流。一、对比引入,看教学的适切性广州老师用魔术的形式引入,将阴极射线管用卡纸遮住,只看到玻璃部分,手拿笔(内有强磁铁)控制射线偏转,然后让学生拿另一支笔(无磁铁)去控制射 “Guangfo Zhao ” teaching and research activities in the three has become the norm, the author in 2014 enjoyed three sections “research Lorentz force ” the same class heterogeneous lesson, independent study of three places, reflecting the different regions of the same teaching Different understanding of the content. Heterogeneous lectures help to provoke teachers’ thinking, provoking the spark of teaching and research in the collision of teaching thoughts. The author of three classes in the teaching of import, exploration and processing, Lorentz force size calculation formula derived, material development in the similarities and differences, and peer exchanges. First, the contrast introduced to see the appropriateness of teaching Guangzhou teacher introduced in the form of magic, the cathode ray tube covered with cardboard, only to see the glass part, holding a pen (with a strong magnet) to control the beam deflection, and then let the students Take another pen (no magnet) to control the shot