2023年小学一年级数学说课稿十篇(通用)

第页共页2023年小学一年级数学说课稿十篇(通用)小学一年级数学说课稿篇一《认识图形》是北师大版义务教育课程标准实验教科书数学一年级上册第六单元《认识图形》中的第一课时，是课本70—71页的内容。本节是学生认识立体图形的起始课，教材主要通过分类、观察、动手操作等活动，引导学生直观认识长方体、正方体、圆柱和球，初步认识它们的特点，并知道它们的名称。为充分运用学生的已有经历，教材所呈现的物品都是学生非常熟悉的，安排的活动也都是学生可以操作的，旨在让学生在活动的过程中，进一步增加感性认识，为深入认识立体图形的特征打下良好的根底。在入学前，孩子们已经开场接触各种形状的物体，他们对长方体、正方体、圆柱和球这几种几何体有了一些不同程度的感性认识，有的甚至可以叫出它们的名字。可以说在生活中他们已经积累了一些关于几何体的经历，但是由于个人生活背景不同，他们对这局部知识的认识存在很大的差异。学生虽然已经有形状方面的初步感知和体验，对这局部知识的学习不会太难，但要他们建立初步的空间观念就不是那么容易了。根据课程标准对本学段教学目的的规定，结合以上对教材的研读和分析^p，以及对学情的把握，我确定了以下教学目的：1、在分类、观察、动手操作等活动中，直观认识长方体、正方体、圆柱和球，初步认识这些立体图形的特点，并知道它们的名称。2、结合分一分、认一认、玩一玩等学习活动，积累观察、考虑、交流的学习经历，感受分类思想。3、培养观察、表达和归纳才能，初步建立空间观念。根据教材特点，本节课教学重点为：认识长方体、正方体、圆柱和球，明确这些根本立体图形的特征。结合学生认知程度，本节课难点确定为：在生活中逐步抽象、识别出根本的立体图形，建立空间观念。本节课的教学对象是一年级学生，根据儿童年龄、心理及认知规律的特点，结合本节课的相关内容，我采用了引导观察法、合作交流法、操作发现法等多种方法结合，来引导学生展开对立体图形特征的探究，并在操作活动中加深认识，开展思维。有效的数学学习活动不是单纯的依赖模拟与记忆，而是一个有目的的主动建构知识的过程，为此我非常重视学生学习方法的指导。本节课学生学习的方法为：观察发现法，合作交流法，动手操作法。让他们在观察，发现，交流，操作中，亲身感受立体图形的特征，积累认识立体图形的数学活动经历。为了表达教材编写意图，突出重点，打破难点，结合学生认知规律，到达本节课的教学目的，我主要设计了以下5个教学环节：1、联络生活———分图形结合生活中的常见物品，让学生根据已有生活经历进展分类，感受分类思想，不仅使学生对长方体，正方体，圆柱，球这四类物体的外观形状有了初步的认识，也培养了学生观察，比拟的才能。2、交流比照———认图形这是本节课的中心环节，为了表达生本理念，遵循学生的认知规律以及循序渐进的教学原那么，我安排了方法指引，合作探究，反响辨析这三个层次进展教学。第一个层次：方法指引。引导学生利用手中的长方体学具，先看一看它的形状，再摸一摸面的特点，最后滚一滚，看是否能滚动，从而得出长方体的特征，并在操作的过程中，学会探究立体图形特点的方法。第二个层次：合作探究。鼓励学生，同桌两人合作，利用刚刚的看一看，摸一摸，滚一滚，继续研究其他立体图形的特征，再次体会探究的方法，积累经历。第三个层次：反响辨析。通过学生的反响，质疑，补充，总结，加深认识，并在此根底上，对长方体和正方体，圆柱和球进展特点辨析，稳固理解。3、游戏稳固————辨图形本环节设计的猜物游戏，让学生在轻松愉悦的气氛中，再次稳固四种立体图形的特征，最后落脚到特殊的长方体和正方体的辨析上，即有两个面是正方形的长方体不是正方体，让学生在观察，发现，交流，总结中加深对立体图形的认识。4、联络生活—————找图形通过生活中常见物品，建筑的展示，让学生根据形状特点抽象出立体图形的数学模型，沟通了数学与生活的联络，加深了学生对这几种立体图形特征的理解和认识，也让学生感受到了生活中处处有数学。5、学以致用—————用图形本环节通过“为什么不把足球设计成正方体形状的？”这个问题，引导学生利用今天所学习的立体图形的特征解决问题，开展学生的应用意识。课程标准指出，评价既要关注知识的掌握，也要关注学生的学习过程，根据这一理念，本节课中我将通过各种鼓励式评价，激发学生的学习兴趣，不断帮助学生建立数学概念，体验数学学习的快乐。本节课板书以教学内容为主，力求一目了然。以上是我对本节课的初步预设，详细施行过程将根据学生的课堂生成进展适当调整。小学一年级数学说课稿篇二学生已经在一年级学习了百以内的连加、连减、加减混合运算，在本册第六单元又学习了万以内数的加减法。本节课在此根底上，创设了“买洗衣机”的情境，引导学生解决问题，在解决问题的过程中，注意培养学生的估算意识，提倡方法多样性。然后，再让学生根据详细情境，选择适当的方法解决问题。本节课创设的“买洗衣机”的情境，是我们在日常生活中常见的生活素材，学生感到非常熟悉。让学生亲自参与到家庭的“理财”方案中，使学生在“理财”的过程中，探究加减混合的计算方法，会使学生感受学习数学的价值，激发学习数学的兴趣。学生来自城市，知识面比拟丰富，对教材中的情境非常熟悉，帮小明解决问题时，学生情绪高涨，因为这就是发生在自己身边的事，只是平日从不参与，这次让他们自己当“管家”，学习兴趣一下就激发出来了。学生对数学学习兴趣浓重，敢想、敢说、敢问，思维活泼。低年级学生好奇心强，小组成员按每组4人进展合理搭配，有利于合作交流。课堂上，小组讨论气氛热烈，学生解决问题的方法多种多样。让学生在自主探究、合作交流中得到知识，相信将会令他们终身难忘。本课利用教材中提供的情境，引导学生利用已有的知识和经历，通过独立考虑、合作交流，探究适当的解决问题的方法。考虑到学生已有的知识根底，创设“买洗衣机”的情境，严密联络了学生的现实生活，学生感到非常熟悉。让学生亲自参与到家庭的“理财”方案中，使学生在理财的过程中，探究加减混合的计算方法，使他们感受学习数学的价值，激发学习数学的兴趣。百以内加减法已经为学生学习万以内加减法打下了一定的根底，因此，应注重引导学生自主探究三位数加减法的计算方法。本节课，在老师的引导下，通过小组合作交流，表达解题策略多样化。学生能灵敏运用不同的方法解决生活中的简单问题，并对结果的合理性进展判断。通过解决“买洗衣机”这一问题，让学生学会3位数的加减混合运算，并获得解决生活中的实际问题的才能。着重表达了以下四个方面：问题是开启任何一门科学的钥匙，是生长新思想、新方法、新知识的种子。所以在教学中，我注重培养学生的问题意识，进步解决问题的才能。如在导入时，我说：“愿意帮助解决买洗衣机的问题吗？”这种讨论问题的资来自于学生，缩短了数学与学生生活的间隔。本节课通过学生小组讨论、交流，寻求解决问题的方法。学生通过自己的独立考虑，体验数学活动充满着活动与创造，这样所学的知识记得深，记得牢。合作学习是新课程实现学生学习方式转变的着眼点。本节课先让学生独立考虑，然后，4人小组合作探究“每月节余的钱需要攒几个月可以买一台620元的洗衣机？”这个问题，在合作中小组长对组员的任务进展分工、安排；记录员及时记录每人的考虑情况；发言员把小组中的想法在全班中反响。学生在合作中表达了组内合作，组外竞争的讨论气氛，拓展了学生学习的空间。解题策略多样化是数学课程标准的一个重要思想，鼓励学生多角度多策略解题主要包括下面三方面：〔1〕尊重学生独立考虑；〔2〕学生表达多样化；〔3〕解题方法多样化，但不是让学生掌握多种解题方法。本节课中，我尊重学生自己的方法，让学生用自己喜欢的方法解决问题。学得生动活泼，大胆用自己的语言表达想法，创新的火花在课堂中自然而然地迸射出来。小学一年级数学说课稿篇三1．教材的地位与作用本节课是在学生已经掌握了方程的意义及等式的性质的根底上进展的，主要引导学生理解和掌握方程的计算方法。学好本节课的内容不仅为以后学运用方程解决小数，分数的问题奠定根底，而且有利于帮助学生更好的解决生活中的相关问题。2．教学目的结合新课标对方程这一局部的要求，本节课的详细内容和学生的实际情况，确定本节课的教学目的如下：〔1〕结合实际情景，理解和掌握方程的解法并正确的计算〔2〕在探究中，培养学生用方程解决生活中的实际问题〔3〕在学习中，培养学生创新意识和合作才能3．教学重难点：根据本节课的详细情况和教学目的，确定本节课的教学重难点是：培养学生正确解方程，并能用方程解决生活中的实际问题本课的教学以自主探究为主线，以开展创新为宗旨，主要采用谈话法，引导探究法和观察发现法进展教学，让学生全面，全程，全心参与到每一个教学环节中充分的激发了学生学习的兴趣教具：多媒体课件根据《新课标》对学生学习方式的要求，本节课学生主要以尝试法，自主探究法，合作交流法进展学习，培养学生发现问题，提出问题的才能围绕以上总体思路，我设计了激趣导入约3’、探究新知约20’、稳固应用约15’、课堂总结约2’，四个环节进展教学，详细过程如下：1．激趣导入我是这样导入的：大屏幕出示情境图，一天笑笑和淘气在做猜数游戏，笑笑：把你心里想的数乘2，再加上20，等于多少？淘气：等于80。笑笑：你想的数是30。淘气：你是怎么知道的？同学们你知道笑笑是怎么知道的吗？这节课我们就来研究《猜数游戏》问题〔老师板书〕这一环节，让学生在熟悉的情境中发现问题，使学生充分感受到生活中数学无处不在，既激发学生学习的兴趣，有培养学生用数学的角度观察事物。2．探究新知这一环节我分三步进展教学第一步自主探究方程的解法同学们，在上面的情景中你能得出什么样的等量关系呢？你能用一个是子把它表示出来吗？学生独立考虑，小组交流，汇报结果：在上面的情境中我发现了心里想的数×2+20=80，假如我们把心里想的数看成是x这个使等式可以改写成什么？生：这一环节让学生自己动脑考虑和探究，发挥了学生学习的主动性，培养了学生合作和探究的精神。第二步学生汇报，师生交流如今大家自己动脑试试看你能不能把这个方程解出来？老师提示：假如用等式的性质来解该怎么做呢？学生独立考虑，小组交流，汇报结果2x+20=80，我先在等式两边同事减去20就变成2x=60，再在等式两边同事除以2得出x=30〔老师板书〕非常好，刚刚他说出理解方程的过程，在解方程中有些步骤是可以省略的，下面老师把这个方程完好的解给大家看：因为原题中没有x，所以我们在列式前要先把x设出来，解：设这个数为x2x+20=802x=60x=30答：这个数为30。在解方程过程中，等号要对齐，计算完了不要忘记写答。如今你知道笑笑是怎么猜到了吧！这一环节让学生从详细问题出发，主动参与有效的保持了学生学习的兴趣。第三步验证结果，稳固知识我们能不能验证一下我们的结果是否正确呢？怎么验证呢？引导学生把x换成30进展验证2×30+20=80，所以我们的结果是对的，如今同学们俩人一组也来做一下猜数游戏吧！这一环节让学生尝试验证计算结果使知识及时内化到学生的认知构造中以上三步，引发学生带着问题独立考虑，小组交流，老师适时点拨，小结，表达了老师为主导，学生为主体的教学原那么，做到突出重点，打破难点，完成教学目的3．稳固应用练习是理解知识，掌握知识，形成技能的根本途径，为使不同层次的学生都能得到不同程度的开展，我设计了三种练习：〔1〕根本练习：解方程6道题让学生独立考虑，集体订正，稳固对知识的掌握〔2〕变式练习：解决问题1.2题，让学生独立考虑，小组交流，集体订正，进一步稳固对知识的掌握〔3〕拓展练习：拓展题先让学生说说是怎样想的，在全班交流经历，开展学生思维的灵敏性这样的板书设计，突出重点，使教学目的一目了然，便于学生观察、比拟。小学一年级数学说课稿篇四我今天说课的题目是“100以内的加法和减法”，它位于新课标实验教材人教版第二册第六单元，先讲单元分析^p，再就第一小结第一课时进展教学设计。在说课之前，我觉得很有必要剖析学生现有的认知根底：①学生已经掌握了100以内数的读法、写法和数的组成；②整十数加一位数及相应的减法；③连加、连减、加减混和计算顺序的掌握。这也正是本单元教材编排的学生思维最近开展区。本单元是本学期的重点单元之一，约占教学总时数的25%，高质量、高效率完本钱单元的教学工作将有利于顺利达成学期育人目的，同时教材的编排凸显以下四个特点：①是以学生已经掌握的100以内数的读法、写法、数的组成及整十数加一位数和相应的减法作为本单元新知识的生长点。②计算按难易程度分三段编排：整十数加整十数；两位数加一位数和整十数；两位数减一位数和整十数。③各小节教学内容的编排，分三个层次：以实际情景提供计算题，并呈现算法的多样化；让学生动手操作、理解、掌握算法；脱离直观手段，让学生考虑算法。④“用数学”是结合计算出现的，让学生体会怎样发现、提出数学问题以及如何解决问题，并且内容直接取材于学生熟悉的生活事例。总之，教材的编排是由直观操作等依靠实物考虑到脱离实物考虑，遵循由详细到抽象的原那么，有利于学生抽象思维的培养，为进一步进步计算速度、培养计算才能，解决实际问题打根底。介于教材的编排特点和学生的认知根底，我认为本单元教学重点是口算100以内的加减法，教学难点是两位数加一位数的进位加法和两位数减一位数的退位减法。根据国家新课程标准对第一学段的数学学科育人要求，我拟定的单元目的是：①理解加减法的含义，会口算100以内整十数加减整十数、两位数加减一位数和整十数；②学生能运用所学的知识解决生活中的简单问题。为了达成教学目的，突出教学重点，打破教学难点，我将采用的教学策略有二：①打破传统教学计算时的“枯燥”、“机械重复”的缺陷，创设情景，把计算置入生动有趣的情景中，给枯燥的计算教学注入生命与活力；②用学生喜闻乐见的故事情节贯穿练习中，培养计算才能。以本单元第一小节“整十数加减整十数”的第一课时为例谈教学设计：教材第57页例1，完成练习十的第1——4题。通过直观手段，让学生理解、掌握整十数加减整十数的计算方法；创设情景，为学生提供自主探究、合作交流的空间，培养学生的观察、分析^p、解决问题的才能。探究整十数加减整十数的计算方法。师评、互评、自评相结合。情景教学法、合作探究、操作法。多媒体课件、题卡、学生备小棒。1、创设情景，激情引趣。〔3分钟〕2、合作学习、探究新知。〔17分钟〕3、理论运用，开展才能。〔15分钟〕4、独立考虑、稳固新知。〔5分钟〕〔一〕创设情景，激情引趣：多媒体课件出示“公园花卉展”的主题图，问：你看到了什么？〔有三种花，说出每种花的盆数〕〔二〕合作学习、探究新知：拟分四个环节进展：第一环节：在“公园花卉展”的情景中，你能提出什么数学问题？〔全班学生交流后老师板书出问题〕第二环节：小组讨论先解决提出的第一个问题。〔讨论怎样列式？怎样计算？计算时是怎样想的？老师参与学生的讨论〕第三环节：小组汇报讨论的计算方法：一个一个地数、按数的组成计算、想减算加、用十做单位计算、摆小棒看出来的……小组互评。多媒体直观演示，验证计算结果，并且让学生比拟出那种方法最简便。表达算法的多样性和灵敏性。学生再用自己喜欢的方法计算其余的问题。第四环节：增加如“工人叔叔搬走10盆紫花，还剩多少盆紫花”，“红花和紫花的总数比黄花多多少盆”等整十数减整十数和加减混和计算的问题，学生考虑计算并且说明理由。学生进展自评。〔三〕理论运用，开展才能：〔以一年级综合理论课“小猪爬山”的故事为题材设计闯关活动〕，小猪和伙伴们结伴去爬山，假如遇到困难该怎么办呢？进展德育浸透。第一关：计算并说说40+203+26—45+4—7》40—2030+2060—4050+40—70。在计算方法上的联络。〔促进知识迁移和加强知识间的联络〕第二关：看图写算式〔旨在比拟、比照整十数加一位数和整十数加整十数等的区别和联络，培养学生的口头表达才能〕如：40+3和40+30。第三关：集体闯关，每个小组一张题卡，用时少、正确率高为优胜奖。号召学生发扬团结协作精神。对闯关活动进展小结，师评为主。4、独立考虑、稳固新知：学生独立完成练习十第1——4题。创设情景，激情引趣：结合教材创设“公园花卉展”的真实情景，激发学生的学习兴趣，因为兴趣才是最好的老师，又对学生浸透保护别人劳动成果的思想品德教育。合作学习、探究新知：学生在“公园花卉展”的情景中，通过观察，发现并提出了多种数学问题，然后组织学生考虑计算方法，再互相交流，这种安排让学生在自主探究考虑和合作交流中，理解整十数加减整十数的计算方法，留给学生探究、考虑、动口、动手的时间和空间，开阔学生思路，培养学生的合作精神。理论运用，开展才能：运用多媒体把“小猪爬山”的动画故事呈现给学生，通过连续的场景和生动的画面引导学生的有意注意，调动学生积极参与的情感，让学生在轻松愉快的练习活动中运用计算知识，进步计算才能。独立考虑、稳固新知：让学生独立完成作业，培养学生独立思辩的才能和良好的学习习惯，同时也检查了本课时教学目的的达成度。小学一年级数学说课稿篇五《认识图形》这局部内容，是学生在认识了立体图形的根底上，进一步认识平面图形，为以后学习更深层的几何知识打下根底。教材表达了从立体到平面的设计思路，注重让学生通过操作活动体会面与体之间的关系。教学目的：1、知识目的：感知长方形、正方形、三角形和圆的特征，能区分出这四种平面图形，体会“面在体上”。2、才能目的：通过理论活动，初步培养学生的操作、观察、表达及思维才能和应用知识解决新问题的才能。3、情感目的：让学生感受到数学知识与生活息息相关，激发学生的学习兴趣。教学重点：感知这四种平面图形的特征，并会识别。教学难点：体会“面”在“体”上。教学准备：多媒体课件、立体图形实物假设干、平面图形假设干、白纸、彩笔等。学生在一年级上学期已初步认识了立体图形，有了一定的动手操作才能及合作意识，所以这节课我将以“自主学习、合作探究、精讲释疑、训练检测”四环节教学形式呈现教学内容。融观察、操作、交流、合作等学习方法为一体，让学生在操作中体验学习。为了表达学生是学习活动的主体，我以学生的学为立足点，设计了如下教学流程。〔一〕创设情境，激趣感知通过课件出示一个由一些立体图形拼成的机器人，目的是引起学生的学习兴趣，为新课做好准备。〔二〕师生互动，探究新知这个环节是本节课的重点，也是难点。为了到达新课标强调的“让学生在理论活动中进展探究学习，在体验中学习，在学习中体验”的目的，我设计了以下三个活动。1、帮新朋友取名2、给新朋友找家在这个环节中，我以学生为主体、老师为主导。让学生通过动脑、动手、动口来亲自体验从体上找面，体会面在体上。通过摸的活动让学生知道面都是平的。然后通过观察课件：面从体上滑下，加深学生对面在体上的理解。打破本课的难点，实在反响“学数学”不如“做数学”的理念。3、新朋友自我介绍这个环节我让学生以小组为单位讨论交流：假设你是这些图形，怎样向大家介绍自己呢？我这样做充分发挥了学生的主体作用。通过合作交流抽象出四种平面图形的特征，突出本课的重点。〔三〕、联络生活，深化新知。数学知识来于生活，并效劳于生活。为了将数学课上的图形与生活中的物体交融，加深学生对图形的认识，我设计了这样的活动：生活中，你还在什么地方见过这些图形呢？通过找图形让学生体验到，这些图形在生活中广泛的应用，增进了学生对数学价值和作用的认识，同时浸透了交通平安教育。〔四〕、兴趣练习，拓展新知我通过让学生找、涂、数、拼等多层次的练习，稳固学生对本节课所学知识，训练他们的数学思维，开展学生的创新才能，进步知识应用才能。1、教材37页练一练第一题，以游戏的形式进展，先指名学生蒙上眼睛摸一摸、猜一猜，再连一连。2、第2题涂一涂，第5题数一数。加深学生对平面图形的认识。3、拼一拼，在动手操作中开展学生的创新才能，让学生感受到数学美，几何美。平面图形长方形正方形三角形圆小学一年级数学说课稿篇六����ñ§ï¿½ï¿½ï¿½ñ¾ï¿½ï¿½ï¿½ò»ï¿½ê¼¶ñ§ï°ï¿½ë°ï¿½ï¿½ï¿½ï¿½úµï¿½ï¿½ï¿½ï¿½ó¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ó¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã£¬ï¿½ú±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ôªï¿½ï¿½ñ§ï°ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä¼ó¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ú¿ï¿½ï¿½ú´ë»ï¿½ï¿½ï¿½ï¿½ï£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë¡ï¿½ï¿½ï¿½ï´ï¿½â»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½é¾³ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½â£¬ï¿½ú½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä¹ï¿½ï¿½ï¿½ï¿½ð£ï¿½×¢ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ä¹ï¿½ï¿½ï¿½ï¿½ï¿½ê¶ï¿½ï¿½ï¿½á³«ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ô¡ï¿½è»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ý¾ï¿½ï¿½ï¿½ï¿½é¾³ï¿½ï¿½ñ¡ï¿½ï¿½ï¿½êµï¿½ï¿½ä·ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½â¡£ï¿½ï¿½ï¿½ú¿î´ï¿½ï¿½ï¿½ä¡ï¿½ï¿½ï¿½ï´ï¿½â»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½é¾³ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½õ³ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð³ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ø²ä£ï¿½ñ§ï¿½ï¿½ï¿½ðµï¿½ï¿½ç³ï¿½ï¿½ï¿½ï¤ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ô²ï¿½ï¿½ëµ½ï¿½ï¿½í¥ï¿½ä¡ï¿½ï¿½ï¿½ï¿½æ¡ï¿½ï¿½æ»ï¿½ï¿½ð£ï¿½ê¹ñ§ï¿½ï¿½ï¿½ú¡ï¿½ï¿½ï¿½ï¿½æ¡ï¿½ï¿½ä¹ï¿½ï¿½ï¿½ï¿½ð£ï¿½ì½ï¿½ï¿½ï¿½ó¼ï¿½ï¿½ï¿½ïµä¼ï¿½ï¿½ã·½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¹ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï°ï¿½ï¿½ñ§ï¿½ä¼ï¿½öµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï°ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½è¤ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ô³ï¿½ï¿½ð£ï¿½öªê¶ï¿½ï¿½è½ï·á¸»ï¿½ï¿½ï¿½ô½ì²ï¿½ï¿½ðµï¿½ï¿½é¾³ï¿½ç³ï¿½ï¿½ï¿½ï¤ï¿½ï¿½ï¿½ï¿½ð¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê±ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ç£ï¿½ï¿½ï¿½îªï¿½ï¿½ï¿½ï¿½ç·ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ô¼ï¿½ï¿½ï¿½ï¿½ßµï¿½ï¿½â£ï¿½ö»ï¿½ï¿½æ½ï¿½õ´ó²ï¿½ï¿½ï¿½ï¿½ë£¬ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ô¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ü¼ò¡ï¿½ï¿½ï¿½ñ§ï°ï¿½ï¿½è¤ò»ï¿½â¾í¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë¡ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ñ§ï°ï¿½ï¿½è¤å¨ï¿½ñ£¬¸ï¿½ï¿½ë¡¢ï¿½ï¿½ëµï¿½ï¿½ï¿½ï¿½ï¿½ê£ï¿½ë¼î¬ï¿½ï¿½ô¾ï¿½ï¿½ï¿½ï¿½ï¿½ê¼¶ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ç¿ï¿½ï¿½ð¡ï¿½ï¿½ï¿½ô±ï¿½ï¿½ã¿ï¿½ï¿½4�ë½ï¿½ï¿½ðºï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä£¬ï¿½ï¿½ï¿½ï¿½ï¿½úºï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï£ï¿½ð¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò£ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿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