说课稿ppt(优质十八篇)

第页共页最新说课稿数学说课稿ppt(优质十八篇)说课稿数学说课稿ppt篇一《有理数的减法》是北师大版《数学》实验教科书七年级上册第二章第五节的内容．“数的运算”是“数与代数”学习领域的重要内容，减法是其中的一种根本运算．本课的学____接小学阶段关于整数、分数〔包括小数〕的减法运算，近承第四节有理数的加法运算．通过对有理数的减法运算的学习，学生将对减法运算有进一步的认识和理解，为后继诸如实数、复数的减法运算的学习奠定了坚实的根底．鉴于以上对教学内容在教材体系中的位置及地位的认识和理解，确定本节课的教学目的如下：1、知识目的：经历探究有理数的减法法那么的过程，理解有理数的减法法那么，并能纯熟运用法那么进展有理数的减法运算．2、才能目的：经历由特例归纳出一般规律的过程，培养学生的抽象概括才能及表达才能；通过减法到加法的转化，让学生初步体会转化、化归的数学思想．3、情感目的：在归纳有理数减法法那么的过程中，通过讨论、交流等方式进展同伴间的合作学习．为了实现以上教学目的，确定本节课的教学重点是：有理数的减法法那么的理解和运用．教学难点是：在实际情境中体会减法运算的意义并利用有理数的减法法那么解决实际问题．我们面对的教学对象是已具备一定知识储藏和一定认知才能的个性鲜明的学生，而不是一张“白纸”，因此关注学生的情况对教学是非常有必要的．在生活中学生经常会进展同类量之间的比拟，因此学生对减法运算并不生疏，但这种认识常常流于经历的层面；在小学阶段学生进一步学习了作为“数的运算”的减法运算，但这种减法运算的学习很大程度上的是一种技能性的强化训练，学生对此缺乏理性的认识，很多时候减法仅作为加法的逆运算而存在．因此在教学中一方面要利用这些既有的知识储藏作为知识生长的“最近开展区”来促进新课的学习，另一方面要通过详细情境中减法运算的学习，让学生体会减法的意义．此外，值得注意的是本年龄段的学生学习积极性高，探究欲望强烈，但数学活动的经历较少，探究效率较低，合作交流才能有待加强．因此在教学过程中要做好调控．《课程标准》中明确指出：学生是数学学习的主人，老师是数学学习的组织者、引导者与合作者．基于以上理念，结合本节课内容及学生情况，教学设计中采用“引导——发现法”组织教学．其根本程序设计为：创设情境——提出猜测——探究验证——总结归纳——反响运用．上述教学程序的施行很大程度上有赖于学生的学习，因此对学生学习方式的指导是非常重要的．本节课应鼓励和引导学生采用自主探究与合作交流相结合的方式进展学习，让学生亲历从列举特例到归纳〔不完全归纳〕出一般的减法法那么的全过程，体验知识产生和开展的全过程．说课稿数学说课稿ppt篇二这局部内容，是在学生学过分数除法的意义和计算法那么、分数乘法解决问题、用方程解“一个数的几分之几是多少，求这个数”的文字题的根底上进展教学的。同求一个数的几分之几是多少的解决问题一样，本小节的教学的“一个数的几分之几是多少，求这个数是多少”的解决问题，也是由于分数乘法意义的扩展，相应的除法意义的详细含义也有了扩展，从而产生了新的解决问题。这类解决问题历来是学生学习的难点。教材安排仍采用先列方程求解的方法，加强了与求一个数的几分之几是多少的乘法解决问题的联络，重点帮助学生分析^p题里的数量关系，特别是对单位“1”的量的准确分析^p，明确它是还是未知，以此来确定怎样用方程解。此外也加强了方程解与算术除法解的联络，使学生通过方程解领会此类解决问题的特征，学会用算术法直接列式计算。这样既培养学生灵敏解答分数解决问题的才能，也有助于开展学生思维的广度。〔一〕教学目的1、知识目的：使学生学会用方程解答“一个数的几分之几是多少，求这个数的分数除法解决问题，并掌握检验的方法。2、才能目的：培养学生的观察尝试、创新的才能。3、情感目的：让学生通过两种方法解答解决问题的体会，感受获得成功体会的经历，树立学好数学的信心，有良好的数学情操。〔二〕教学重点用方程解答“一个数的几分之几是多少，求这个数”的分数除法解决问题，也是由于分数除法意义的扩展，相应的除法的意义的详细含义也有所扩展，而产生新的解决问题。掌握这类解决问题的构造特征，能用方程和算术方法解决，是难点所在。为了真正地落实新课程标准，把课堂的主动权还给学生，激发学生求知的欲望，使探究发现成为学生自身开展的需要，让他们主动参与探究学习的过程，变教为主为学为主，进步获取知识的本领，因此本节课我主要采用自主探究的方法进展教学，从而到达教是为了不教的目的。六年级学生已具备了较强的动手操作才能和观察推理才能，并且仍具有好玩、好奇的特征，因此我主要指导学生采取以下的学法，使学生不仅“学会”，更要“会学”。以分组合作的形式，充分调动学生的感官，让学生积极主动地参与知识的产生和开展过程，有充分的时间讨论、考虑，自己主动的获取知识，获得成功的体验，感到学习带来的快乐，真正实现老师角色的转变，使学生成为课堂的主人。〔一〕引出新知第一个环节：复习旧知，促进迁移该环节主要复习与新知有亲密联络的旧知，为新知的探究铺路搭桥，激发学生探究新知的欲望，调动学生的学习积极性，设计如下：1、解方程2、出示与例题有关的分数乘法解决问题。学生练习后，提问：这道题为什么用乘法计算？怎样用图表示条件和问题，把谁看作单位“1”？第二个环节：创设情境，探究新知对小学生来说，通过自己的探究获取新知，就是一种再创造，第二个环节的教学，我设计如下层次展开：第一层次：独立探究出例如3后，鼓励：老师相信同学们一定会解决这个难题，开场行动吧！先放手让学生尝试列式计算。老师提示可根据复习题的数量关系式，用未知数x帮助自己解这道题。第二层次：合作探究在学生计算出例3的结果后，再组织学生分组合作，讨论交流是怎么做的？为什么这样做？我做得对吗？存在什么疑问？在此根底上，老师引导学生学习如何画图表示题意，找数量关系，根据数量关系列方程。该环节是学生学习时的难点所在，只有让学生深化理解题意，理解此类题型的构造特征，把握题中所含的数量关系，才能真正把知识内化为才能，做到举一反三，运用自如。我如此设计，正基于此。这样做既培养了学生的团结合作的精神，又培养了学生的分析^p推理调整的才能。第三层次：尝试练习让学生独立完成教材117页的第3题，个别学生板演，老师在学生完成后集体点评，强调学习的难点。第三个环节：变式练习，稳固深化练习的设计要抓根底知识与开展创新才能严密结合起来，以到达开展思维，形成技能的目的。在此环节我设计了如下练习：1、定位练习。仿照例3出示类似的两道解决问题，要求学生读题，画图，深化理解题里的数量关系，列出数量关系式。强化难点，形成技能。2、进步题：同来互相编题，互相解答。通过以上练习，促使学生将新的知识溶入到已有认知构造中，以利于更好的迁移和运用。第四个环节课堂作业反响信息完成课本练习二十三第4-7题〔三〕说“诱思探究”在本节课的详细表达1、以学生为主体，教学中屡次引导学生尝试练习，引导学生把旧知与新知进展比照；引导学生自主探究，亲身体验，实在把学生推向学习探究的第一线。表达了“诱思探究”对当代课堂教学的要求。2、设计多层次，多形式的练习，促使知识的形成和内化。教学中，我做到复习铺垫练，新知尝试练，难点强化练，是练习面向全体学生，人人参与，全员动手，从而使学生的创新才能培养得到了落实。本堂课我设计了“题目——线段图——等量关系式——解决问题”这样四个环节来教学例〔1〕的2个问题，本是很明晰的一个教学思路，意在引导学生解决问题的同时教给他们此类问题的解决方法。但由于教学时，我对线段图环节的教学引导缺乏，没有充分发挥线段图的作用，有些流于形式，因此学生在等量关系的推导上就未能如老师预计般顺利。下次假如再有类似的教学，我将注重思索如何将题目、线段图和等量关系式三者更有机地结合起来。说课稿数学说课稿ppt篇三一拿到《老人与海鸥》这篇课文，我就被老人与海鸥，海鸥对老人之间的深情给打动。这是一个真实的故事，老人的名字叫吴庆恒，经常喂，照顾海鸥等等。后来因为劳累而死。这是六年级上册的一篇课文，文章的语言朴实优美，字里行间真情流露。是一篇是你内心无比震撼的文章。这让我想到《珍珠鸟》的作者冯骥才的一句话，“信赖往往创造美妙的境界”。这篇课文的对象是六年级学生，他们的思维正处于由形象思维向抽象思维过度的阶段，他们已经具备了一定的阅读才能为此，我制定了如下教学目的：1、在情感朗读中感受老人与海鸥之间的真情，理解真情是文章的灵魂。2、学习描写海鸥动作的词句，从而让学生认识到动物是有灵性的，它们是我们亲密的朋友，我们对它们所付出的任何一份感情，都能得到他们的加倍回报。3、通过学习课文的细节描写，学会如何真实详细地表达感情，并进展语言积累。本课的教学重点是练习以较快的速度阅读课文，抓住描写老人神态、动作和语言以及描写海鸥动作的重点词句，体会蕴含其中的深沉感情，并揣摩作者是如何把老人与海鸥之间的感情写详细的。整个教学过程设计了四个环节，分别是1、入境，感受海鸥老人；2、入景，欣赏和谐画面；3入情，体会灵魂震撼；4入感，祝福海鸥老人。下面详细谈一谈这四个环节的教学设计，感受海鸥老人首先，出示海鸥老人吴庆恒的照片。“同学们，今天老师给大家带来一张照片，让我们一起来看一看，照片上的老人给你留下的初步印象是什么？”〔学生自由发言〕。然后齐读课文的第二小节描写老人外貌的局部，让学生感受一下课文是怎样描写老人外貌的。接着老师总结“这位老人就是昆明市一位普普统统的退休工人，名叫吴庆恒。吴庆恒老人被昆明市民亲切地称为“海鸥老人”，他和海鸥之间地故事在各大媒体报道之后，感动了千千万万的人。今天，就让我们再次走近吴庆恒老人去感受他和海鸥之间的深情厚意。”一个精彩的导入能给一堂课带来事半功倍的效果。，欣赏和谐画面这一环节主要是教学课文的第一局部，也就是1－11小节，主要围绕一个“读”字，放手让学生自己读课文，来想象老人与海鸥的和谐画面。老师提问“在这一局部中你看到了哪几幅画，画中有些什么，这幅画给你怎样的感受？”学生可以找到课文中的句子读一读来描绘画面，并畅谈自己的感受。画面一：老人喂海鸥。首先，老师范读，在朗读时要注意读好“很小心”、“退开一步”、“撮起”、“扫”这几个词。接着提问1、从老人喂海鸥这几个动作的细节描写中你看出了什么？〔可以看出老人动作的娴熟，老人与海鸥配合默契和谐〕2、海鸥飞成的乐谱能唱出一支怎样的歌？学生可能会说“快乐的歌”、“自由的歌”、“飞翔的歌”等等。然后，再读课文〔请学生个别读〕，感受老人喂海鸥的画面是一篇有声有色的和谐乐谱，让图画和音乐融为一体，让灵动的画面唱起美妙的歌。画面二：老人给海鸥起名字。“这是一个多么神奇的老人，在空中飞翔着那么多海鸥，他都能一一喊出它们的名字，让我们一起来读一读描写这幅画的语句，感受一下海鸥老人的亲昵和他对海鸥的爱。”〔学生齐读课文，亲昵的语气〕。相机教学“抑扬顿挫”把“抑”与“仰”、“柳”等形近字进展区分，并让学生知道“抑”的意思是“低”，整个词语的意思是“形容声音上下起伏，节奏清楚，和谐悦耳。”同时，让学生用“抑扬顿挫”造句。老师总结“刚刚老人喂海鸥时起起落落的节奏谱出了一篇和谐的乐谱，如今老人亲昵地呼唤着海鸥的名字，又好似抑扬顿挫的和谐歌唱，老人与海鸥之间的真情就好似交响乐，正一章一章地演奏着，让我们，接下来他们又在唱些什么，说些什么了。”过渡到画面三。画面三：老人和海鸥亲昵地讲话。我们好似听到一阵阵亲切喃呢的和谐交流。静下心来听一听他们在说些什么呢？〔多媒体播放画面和音乐〕，学生两人一组练习老人与海鸥之间可能会有的对话。如：老人说：“独角、灰头、红嘴、老沙、公主，快来吃食啊！”海鸥说：“谢谢你，老爷爷。谢谢你每天步行二十余里，从城郊赶到翠湖来给我们送餐，和我们做伴。”通过这三个画面来展示和谐的乐谱，和谐的歌唱，和谐的交流，最终突出老人与海鸥之间的那种和谐快乐。三个画面，三首歌，让学生感受音乐和画面的和谐交融。，体会灵魂震撼〔首先出示老人喂海鸥的画面〕这是一个普通的老人，更是一个特殊的老人，他爱海鸥已经到了痴迷的程度，他把所有的感情都寄托在海鸥身上，让我们再看一看那幸福的眼神，多么美妙的画面，可是世间美妙的事物总是那么短暂，这样美妙的画面再也看不到了，老人去世了，这是他留下的最后一张照片。当这张照片出如今湖边时，意想不到的事发生了——〔老师引读13、14、15小节详细教学“翅膀扑得那样近，我们好不容易才从这片飞动的白色漩涡中脱出身来。师：这里两次用了“扑”这个词，为什么不用“飞”呢？生：因为海鸥们意识到就要和老人永别了，所以希望能阻止我们拿走遗像，希望能再多看老人一眼，希望老人的遗像能停留一会儿，所以用“扑”比拟好，更表达出海鸥们那种伤痛，那种无奈，那种急迫、焦虑的心情。师：这么多的海鸥快速扑来的景象是多么壮观、美丽啊!这么多的海鸥来送别老人，这场面是多么悲壮啊！一起读读这两句话，读出美丽的海鸥对老人的一片深情。〔学生朗读〕接着，老师出示说话练习“海鸥的心里是老人，海鸥在鸣叫什么？〔目的是让学生把前面的课文说进去〕”。“老人的心里是海鸥，老人在呼唤什么？”把学生分为两组，一半做老人，一半做海鸥，先写一写再交替发言。祝福海鸥老人老人离我们而去了，许多人来送他，没有悼词，没有哀乐，只有那张与海鸥一起的照片相依相随，你想不想来祝福一下老人？假设你是海鸥，你会怎样祝福老人?假设你是人们，你会怎样祝福老人？本课的作业设计是：搜集描写人和动物之间的真情故事，并写一写读后的感受。说课稿数学说课稿ppt篇四根据本节课在教材、《数学课程标准》中的地位及作用，我制定了如下说课内容：九年级义务教育人教版小学数学二年级上册第八单元《数学广角——搭配〔一〕》第一课时《简单的排列》。本节课是义务教育课程标准实验教科书在二年级开场新增设的一个单元，主要是让学生感知重要的排列的数学思想及其方法。排列的思想方法应用非常广泛，而且也为以后的学习打下了根底。《标准》中指出：在解决问题的过程中，使学生能进展简单的、有条理的考虑。在新课局部安排了学生利用三张数字卡片摆两位数的情境，其主要目是让学生从最简单的排列入手，为后面的学习打下根底。根据教材的相关知识和学生积累知识、抽象思维较弱、理解才能有限，对多个事物的排列，常常出现遗漏、重复。所以本课教学重点在于向学生浸透数学思想方法，初步培养学生有顺序地、全面地考虑问题意识。根据《课标》对知识、才能和思想教育三者统一的要求，及我对教材的分析^p、理解和对学生实际情况的理解，我将本节课的三维目的确立为：〔一〕知识与技能使学生通过观察、猜测、实验等活动，找出最简单的事物的排列数。〔二〕过程与方法通过学生观察、比拟、自主合作探究等活动，培养学生有序地、全面的考虑问题的意识。〔三〕情感态度与价值观让学生感受数学与生活的严密联络，培养学生学习数学的兴趣和用数学解决问题的意识。《数学课程标准》明确指出：“数学教学是数学活动的教学，是师生之间、学生之间交往互动与共同开展的过程。”根据学生认知特点和规律、学情分析^p，以及《课标》的要求和低年级学生学习数学的实际，在本节课的设计中，从学生喜欢破译简单的密码入手来引入新课。我准备了数字卡片的学具，让学生在操作中突出本节课的重点，并把重点内容利用板书呈现。整节课注重发挥多媒体教学的作用，通过课件演示、动手操作、合作学习、游戏活动等方式组织教学，激发学生的求知欲望，从而进步课堂效率。把静态知识转化成动态，把抽象数学知识变为详细可操作的规律性知识。二年级的学生积累知识、理解才能有限，缺乏空间想象力，在心理上学生觉得学习数学是很难的，特别是数学广角内容一年级没有接触过，突然接触，学生不知道学的是什么。而且学生也容易将排列和组合混淆，在本节课不作定义上的讲解，只是让学生初步感知。所以，不可以直接让学生来学习，学生会觉得很困难，也不可以有好的效果，但学生已有了一定的知识根底，只是没有被系统的.提炼出来。因此，在数学学习的过程中，我们应该注意结合生动有趣的活动来进展学习，让学生在活动中探究新知，发现规律。学生是学习的主人，我们要关注学生学习数学的心理规律，要从学生已有的生活经历出发，结合学生的实际情况，以小组合作的形式贯穿全课，充分应用分组合作、共同探究、独立考虑的学习形式，使学生在合作中学会了知识，体验了学习的乐趣，思维活动也更加活泼。〔一〕创设情景，导入课题。〔3分钟〕创设一个利用1、2两个数开密码锁的方法进展数的排列教学，这里是让学先独立考虑，然后学生拿出卡片进展操作，这样可以调动学生自主学习的积极性。从而导出课题。〔二〕合作探究、学习新知。〔15分钟)本节课属于数学活动课，既然是活动课，那就应该让学生充分的动起来，通过“摆”发现问题，通过“说”进展交流，从而解决问题。〔三〕课间休息。〔2分钟〕〔四〕稳固练习。〔18分钟〕1、变式练习：把数字1改为0，用1、0、3任选2个数字能摆出几个不同的两位数？2、3位同学坐成一排合影，有多少种做法？3、三个人每，两个人握1次手，一共握了几次手？4、逛逛服装店，这里有2件衣服和2条裤子，小朋友们你们想怎样搭配买一套衣服呢？5、《儿童文学》、《十万个为什么》和《自然奥秘》要送给小红两本，可能送哪两本？〔五〕总结归纳(2分钟)让学生说一说通过本节课的学习你有那些收获？“数学于生活，又应用于生活。”数学与生活有着亲密的联络，并且让学生在活动中发现数学的价值。感受数学就在我们身边。为了突出重点、打破难点，到达教学目的。第一个环节：创设情景，导入新知。为了提升学生学习的积极性。我创设了去数学王国逛一逛的情境，利用1、2两个数开密码锁的方法进展数的排列教学。我是这样设计的：同学们，在数学王国里，有一个地方非常有趣，你们想去吗？那就是“数学广角”〔板书课题，出示课件〕，要想进去就需要我们找到密码，才可以进去，你们有信心吗？要求这个密码是由1、2组成的两位数。学生会很快说出12、21，其中最小的数。学生会说出“12”。第二个环节：合作学习、探究新知。我们都知道，老师不是学生学习的传授者，而是学生学习活动的引导者，为了充分发挥学的主体地位，此环节我是这样设计的：我们来到了数学王国，看，谁来迎接我们来了，小精灵说到：小朋友们，你们好，欢送你们来到数学王国，想去游戏乐园吗？想的话只有闯过这一关，我就可以带你们去。请看：〔出示问题〕用1、2和3组成两位数，每个两位数的十位数和个位数不能一样，能组成几个两位数？这时要给学生足够的考虑空间，让学生独立考虑。接着多媒体出示小组活动的要求：先读一读问题，然后四人一组，3个人拿卡片摆一摆，一人做记录。这里采用小组合作学习是为了让学生在操作、合作的过程中感知排列与组合，在交流中找到方法。看一看，哪组摆得最多，写得更全面？学生边答复老师边板书,接着追问：用什么方法可以做到不重复不遗漏呢？之所以这样设计是因为：在我们共同的讨论和合作中,让学生自己发现其中的规律，培养学生自己解决问题的才能。最后，全班学生运用总结的方法，再次动手摆一摆,亲身体验动手操作的过程。这样可以加深对组合的理解第三环节：课间休息低年级的孩子集中注意力比拟短，在此我安排了一个课间休息放松一下，就是闭眼睛听音乐。第四环节：稳固练习1、变式练习：把数字1改为0，用1、0、3任选2个数字能摆出几个不同的两位数？2、97页做一做3、3位同学坐成一排合影，有多少种做法？4、《儿童文学》、《十万个为什么》和《自然奥秘》要送给小红两本，可能送哪两本？5、用“读、好、书”三个字，可以组成几个词？第五环节：总结归纳今天的数学广角有趣吗？你有什么感受和收获？在课堂中我采用了分组进展交流，在小组活动中，大局部学生都可以参与到活动中去，但有，还是有少局部的同学在活动中非常活泼，不是为了探究，而是认为好玩，没有到达预设的效果。老师说活动时，有些同学是动起来了，但在老师说停下来，而学生并不可以立即静下来，这只是低年级孩子的年龄特点。评论：此说课稿可以看出梁老师在设计时着眼于学生的开展，注重发挥多媒体教学的作用，老师通过课件的演示、动手操作和游戏活动等方式进展组织教学，引导学生进展观察比拟。本节课老师围绕新课程倡导的：主动参与、积极交往、乐于探究等特征的新的学习方式，可以收到较好的成效。一、创设情境，让孩子对学习感兴趣。梁老师在设计中先让学生从简单的排列入手，创设了去数学王国逛一逛的情境，利用1、2两个数开密码锁的方法进展数的排列教学。可以激发学生的学习兴趣，并且也符合低年级儿童心理特点，同时还让学生初步感知排列的方法。为新课的内容做好了铺垫。二、多媒体课件的应用，让孩子对学习感兴趣。根据设计可以看出多媒体课件在教学中取了不可替代的作用，用得是恰到好处。老师在教学中通过演示课件，让学生理解了简单的数排列的规律。既可以突出教学的重点、打破教学的难点，又可以激发学生学习的兴趣。说课稿数学说课稿ppt篇五各位老师：上午好，今天我说课的内容是八年级美术课《巧做鱼挂饰》。我将从教学内容的选择，教学目的，重难点的设置，教法学法的选择，教学过程的设计及课后反思几个方面说说这堂美术课。1、教学内容选择：本课属于设计应用领域，是一堂自选内容的手工课。这样的选择出于两个考虑，一是想为各位老师展示一下我在平时手工课上怎么开展教学的状态，和老师们讨论一下更合理的手工课教学形式；二是在感觉美术课缺乏一些活力，想通过可以合作的课程营造相对活泼的课堂气氛。尤其希望指导学生做一些装饰教室的手工作品，能创造更好的实用价值。2、教学目的：如今的中学生动手才能较弱，当前的美术教学往往也因为教学工具选择的费事而忽略手工课的教学，所以我根据把本节课的教学目的设置如下：〔1〕知识目的：掌握用彩色卡纸制作鱼挂饰的根本方法，能运用立体卷纸和点线面装饰挂饰。〔2〕才能目的：进步学生根本绘画才能、手工制作才能和小组合作才能。〔3〕情感目的：培养学生手工操作细致性；通过轻松课堂气氛的营造，尽力让学生获得对手工课的兴趣。3、教学重点：本课的教学重点在于引导学生掌握点线面装饰和用卡纸卷、剪、贴、连的根本方法制作鱼挂饰，我主要利用范例作品引导，老师的示范让学生观察、讨论、实际操作完成制作。4、教学难点：点线面的合理装饰及如何通过小组协作更好的完成教学任务。通过以上教材分析^p，我准备用以下教法和学法：新课程提倡教学中老师只作为学生主动建构知识的促进者，而不是知识的单纯传授者、灌输者。所以本课的教学过程主要强调老师的引导和学生主动参与，在课堂教学中我尽力通过范例的展示和过程的示范让学生保持高度的探究欲、尝试欲，并通过实际的操作，让学生更多地体验一种成就感，进一步激发他们强烈的创造欲望。主要采用的教法和学法：示范法、观察法、讨论法、合作学习法。本课的根本教学过程如下：导入〔注重方式〕——讲解〔注意细节〕——示范〔提示步骤〕——辅导〔讲究方法〕——展示〔讲求全面〕——评价〔注重亮点〕生：初步感知——交流体验——理论操作——展示评价师：引导观察——示范过程——分组辅导——评价总结1、创设情景激趣导入。面对五十几个初次接触的学生，消除生疏感紧张感是首要的，首先我叫出两名学生画出根本的鱼形，然后用神笔马良的神话故事提示，把做好的范例展示出来。老师引导学生观察本次手工的制作材料和方式，简单明了的工艺和精巧的视觉效果引发学生浓重的兴趣。2、知识点提示。这堂手工课除了鱼外形的绘制，还涉及两个装饰，一是点线面的装饰，二是卷纸条的装饰，一个需要绘，一个需要剪贴。点线面本来是小学已经学过的知识，但是大局部学生估计已经淡忘，所以老师用几分钟时间和两张示范作品提示根本知识点，并引导学生观察鱼挂饰上如何使用点线面来丰富鱼形。卷纸剪贴的局部老师提示让彩色卡纸打卷的根本技巧，即用铅笔拉卷卡纸，并用卷纸卷成圆筒和纸片的方式装饰大鱼局部。3、老师示范。手工制作课程老师的示范很重要，老师通过示范可以演示完好的制作过程，让学生更明了制作的步骤和一些制作细节，老师在黑板上张贴文字步骤和制作考前须知，以便在学生的实际操作中给出提示。4、学生分组操作。老师提示学生检查课前分发的材料，分组开场制作，这时老师在教室里分组巡回指导，尽可能关注指导到每个小组，在辅导过程中发现学生的亮点或者问题及时鼓励、提出并解决。问题的指出能防止其他小组再次犯错，亮点的鼓励更有利于调动课堂气氛。老师除了使用轻松幽默的语言关注学生，更需要根据时间提示学生操作进度，以便整体推动完成教学任务。5、展示评价。尽管大多数八年级学生会害羞扭捏，但每个学生都希望自己的努力能让别人看到，更希望自己组比其他组做的更好，让每个小组都走上讲台展示自己的作品，能充分调动学生的积极性和展示他们的主体地位，所以展示评价的环节不可轻视，老师选择几位在辅导过程中有特点的学生点评作品，然后让学生谈谈本次手工课的体验或收获也能更好的为课程画上句号。6、总结拓展。鉴于学生的动手才能，本堂课没有让学生设计鱼形以外的挂饰作品，老师提示学生可以制作不同形状的挂饰，也可以使用不同的材料。寄语学生用巧手制作精巧的手工作品装饰我们的环境。尽管这堂课上得还算完好，但仍然留下了很多遗憾，比方在全班示范的时候忽略了一些制作细节的讲解，比方整体的拼合要注意上下大小的搭配。小组的分工合作虽然在小组内做了指导，但全班性的提示可能效果更好。评价的时候还可以多叫几个学生谈自己的感受。课后拓展可以展示几个不同类型的范例作品。老师的辅导面关注面可以更广一些。其实这是一堂过于简单的手工课，点线面的要素也是在学生小学阶段学过的内容，但结果是学生在画的时候连一个根本的鱼形也画得缩手缩脚的，点线面的装饰更是差强人意。还有一些学生更多的在打酱油，缺乏参与的热情，积极主动寻求老师帮助的并不多，这一方面缘于我们日常美术课的过于沉静，一方面缘于我们的教育过于严肃，老师高高站在讲台的局势仍然没有改变，学生没有想去主动走近你的想法，好在课改在继续，我们在改变。这次的三个月国培学习也让我们有理由相信，将来的美术教学我们会努力做到更好！最后感谢所有给我支持、帮助和关爱的同学和老师！谢谢你们。说课稿数学说课稿ppt篇六各位老师好：今天我说课题目是《大洲和大洋之各大洲分界限》。下面我对本节课进展分析^p：《大洲和大洋之各大洲分界限》是山东教育出版社第二章第二节的内容。在此之前，学生们已经学习了各大洲和大洋的根本情况，这为过度到本课题的学习起到了铺垫的作用。因此，本课题的理论、知识是学好以后课题的根底，它在整个教材中起着承上启下的作用。根据本教材的构造和内容分析^p，结合着六年级学生他们的认知构造及其心理特征，我制定了以下的教学目的：知识目的：七大洲的分界限；才能目的：通过对七大洲的位置及相对位置的学习，培养学生对地图的观察、分析^p、理解、归纳才能。逐步形成自己的一套学习方法与理论。情感目的：通过本节课的学习，培养学生对地理的学习兴趣和探究精神以及保护地球的意识。本着初中地理新课程标准，在吃透教材根底上，我确定了以下教学重点和难点。教学重点：七大洲的分界限教学难点：对大洲的分界限的理解与掌握为了讲清教材的重难点，使学生可以到达本课题设定的教学目的，我再从教法、学法上谈谈。我们都知道地理是一门培养人的读图分析^p、理解才能的学科。因此，在教学过程中，要充分发挥学生的主观能动性。我们在以师生既为主体又为客体的原那么下，展现获取理论知识、解决实际问题的思维过程。考虑到六年级学生的现状，我主要采取讲授、讨论、自学相结合的教学法，让学生积极主动地参与到教学活动中来，使他们在讨论与自学中得到认识。当然老师自身也是非常重要的教学资。老师本人应该通过课堂教学感染和鼓励学生，调动起学生参与活动的积极性，激发学生对解决问题的渴望，并且要培养学生读图分析^p的才能，从而到达最正确的教学效果。基于本课题的特点，我主要采用了以下的教学方法：1.直观讲授法：利用地图进展直观演示，激发学生的学习兴趣，活泼课堂气氛，促进学生对知识的掌握。2.集体讨论法：提出本节课的内容，组织学生进展集体和分组讨论，促使学生在学习中解决问题，培养学生团结协作的精神。我们常说：“现代的文盲不是不懂字的人，而是没有掌握学习方法的人”，因此，我在教学过程中特别重视学法的指导。让学生从机械的“学答”向“学问”转变，从“学会”向“会学”转变，成为学习的真正的主人。这节课在指导学生的学习方法和培养学生的学习才能方面主要采取以下方法：小组讨论，合作探究。在这节课的教学过程中，我注重突出重点，条理明晰，紧凑合理，各项活动的安排也注重互动、交流，最大限度的调动学生参与课堂的积极性、主动性。主要有以下个环节:1.复习导入：由上节课演过的知识和教材开头的情景设置导入新课。导语设计的根据：一是概括了旧知识，引出新知识，温故而知新，使学生的未知。这是教学非常重要的一个环节。2.讲授新课：在讲授新课的过程中，我突出教材的重点，明了地分析^p教材的难点。还根据教材的特点，学生的实际、老师的特长，以及教学设备的情况，我选择了多媒体的教学手段。这些教学手段的运用可以使抽象的知识详细化，枯燥的知识生动化，乏味的知识兴趣华。还重视教材中的疑问，适当对题目进展引申，使它的作用更加突出，有利于学生对知识的串联、积累、加工，从而到达举一反三的效果3.随堂练习：随堂练习的作用是检查学生的掌握情况和对知识的进一步的拓展与稳固，有利于学生对知识的记忆。4.课堂小结：课堂小结的目的是强化认识，可以把课堂传授的知识尽快地转化为学生的素质；简单扼要的课堂小结，可使学生更深化地理解各大洲的分界限并且逐渐地培养学生形成良好的个性。5.板书设计：我比拟注重直观地、系统的板书设计，并及时地表达教材中的知识点，以便于学生可以理解掌握。我的板书设计是：各大洲的分界限东半球：西半球：亚欧分界限：亚、北美分界限：亚非分界限：欧、北美分界限：欧非分界限：南北美洲分界限：南美、南极洲分界限：各位领导、老师们，本节课我根据六年级学生的心理特征及其认知规律，采用讲授教学讨论和探究的教学方法，以‘老师为主导，学生为主体’，老师的“导”立足于学生的“学”，以学法为重心，放手让学生自主探究的学习，主动地参与到知识形成的整个思维过程，力求使学生在积极、愉快的课堂气氛中进步自己的认识程度，从而到达预期的教学效果。我的说果完毕，谢谢！说课稿数学说课稿ppt篇七今天我说课的题目是《鸟的天堂》。主要从教材分析^p、教学策略、教学程序、板书设计方面作详细的阐述，首先我来进展教材分析^p。《鸟的天堂》是s版小学语文四年级下册第七单元中的首篇精读课文。这是著名作家巴金先生的作品。文章记叙了作者和他的朋友两次经过鸟的天堂的不同见闻及感受，表现了大榕树的庞大、茂盛，以及被称作"鸟的天堂"的名不虚传，表达了作者对大自然中这种生命现象的热爱和赞美。选编本文的目的在于：1、使学生感受大自然在人类保护下充满活力活力的美，增强环保意识。2、使学生领悟作者描写景物和表达思想感情的方法，进步阅读才能和作文才能。本文的学习为日后学习其他同类型课文奠定了根底，能起到举一反三、触类旁通的作用。因此，该文是本组课文教学的“重要练兵场”。本节课我将教材的课后2题试当一名导游以活动的形式呈如今教学中，既活泼了课堂气氛又锻炼了学生的语言表达。考虑教材内容、特点及编排意图，从本班学生的实际出发，参照“语文课程标准”和“教学大纲”要求，我制定了如下教学目的及重点：〔1、有感情地朗读课文，理解重点词句。2、学习作者抓住景物特点进展静态、动态描写的方法。3、感受文中描写鸟的天堂人与自然和谐相处之美，增强保护生态环境的意识。理解大榕树的外形特点，体会众鸟纷飞的壮观景象，理解“鸟的天堂”的含义。为了完本钱节课的任务我制定了如下教学策略：新课标提出“小学语文教学必须改良教学方法，进步教学质量”的目的。并要求“倡导自主、合作、探究的新学习方式，正确处理好师生的关系，发挥老师的主导作用，充分调动学生学习的积极性和主动性，突出学生的主体地位，使学生积极参与到课堂的讨论，勇于探究。使学生的自主学习性得到进步和开展”。课标强调了要以学生学习为主，为了让学生真正的参与到学习中来，让学生谈自己的体会，我设计以下教学方法：1、阅读感悟法：在阅读教学中我尊重学生阅读的个性化行为，设计多样化阅读，鼓励学生多角度、有创新的谈感受，在读中自悟，悟中品读。2、情境教学法：本文语言优美，读文思画。教学中创设激发兴趣的情境：生动语言描绘、画面再现、声音播放等3、启发教学法、讨论式教学。本班学生想象才能、欣赏才能较低。对课文的领悟过程较为缓慢，因此课堂教学多启发，促进学生考虑、想象。本文语言粗浅，学生理解内容的难度不大，因此采用以下学法：1、合作学习：合作学习是课标积极倡导的一种学习方式，可以使他们承受不同的观点，扩展他们的视野，促进思维的开展，进步学习效率，也浸透了做一个擅长合作的人的教育。2、诵读法：“书读百遍，其义自见。”学生在反复朗读中把握文章的思想感情，本课作者寓情于景，合适用诵读法领悟其情感。本课方案两课时完成，第一课时：初读课文整体感知，学习生字词，理清思路，划分局部。这里说第二课时教学，本课时设有复习回忆、设境激趣、品读自悟、锻炼语言，情感升华和练习测评几个环节，详细教学流程如下。1、听写词语，这一环节有效训练了学生的听、记、写才能，既检测了第一课时的知识目的，也有意通过词语回忆起文中相应的语句，段落，场景等。2、讲解图片，播放大榕树和众鸟纷飞图片，同时我和学生一起讲解作者两次去“鸟的天堂”，第一次看到的景物是大榕树，第二次看到的主要景物是许多鸟。这一环节可等同于复述课文，也加深了学生对本节课学习重点局部的印象。1、创设乘船去游览鸟的天堂的情境，两条船一条在黄昏第一次去欣赏到大榕树的奇异，另一条船在早晨第二次去欣赏到众鸟的热闹场景。让学生自由选择坐哪条船，并说说作者去后的赞叹：“昨天……鸟的天堂”。这样的情境导入激起学生探究课文的兴趣，孩子的天性活泼，爱笑，爱玩，喜欢新奇的，这样的设计表达出课堂中学生的主体地位，我尊重学生自己的选择。也为下一环节分局部学习课文打下根底。2、男女生分读学习目的明确学习目的，使学生学习有方向。同时，激发了学生的学习动机，调动了学生学习的积极性，促进学生在以后的各个环节里主动地围绕目的探究、追求。长期坚持朗读目的，可以培养学生的概括才能。以上两个环节共需要用时5分在这一环节主要打破重难点，因此用时较长需要20分。1、独学自悟，合作探究首先学生根据导学案上的“学习导航”和提示自学所选学习模块，不太理解的地方在书中或导学案上做好标记。我会到学生中巡视并进展个别指导。学生独学感悟，能进步自学和分析^p才能，独立自主的学习，是保证学生课堂学习中主体地位的最重要的根底和最根本的学习形式。然后小组内合作交流，讨论独学中的不解和疑问，这一环节可以让学生思想与智慧碰撞出最耀眼的火花，多元化解读教材，使自己的体会更加丰富深化。我也会走进小组与学生一起讨论、感悟、质疑。2、展示交流，个性解读这局部是在上一步独学自悟合作探究的根底上进展的，先由一个小组来汇报游览“鸟的天堂”后的收获，根据导学案第一个学习模块展示问题：〔1〕这棵大榕树到底有多大？是按什么顺序观察这棵大榕树的？从哪几个方面描写的？读出描写大榕树的句子，重点体会“那翠绿……颤抖”在学生汇报这句话时，我会提出质疑作者为什么有这样的感受？激起讨论学生对这句话的理解是多元的，也许是风吹的或是……。学生再次朗读句段，全班进展评读，我也会范读个别句子。引导学生体会作者对榕树的赞美并整理出榕树的特点：大和茂盛。我适时板书，并用课件展示榕树图片，感受“这美丽的南国的树！”引导学习导学案中知识链接局部的静态描写。在小组展示完毕，我会引出作者第一次去鸟的天堂后的感受：“鸟的天堂里没有一只鸟”这样能让学生与作者在情感上产生共鸣，也为结尾句的理解铺好路。接下来由下一小组展示第二模块的问题：〔2〕巴金爷爷第二次经过“鸟的天堂”，与第一次所见到的景象有什么不同？学生朗读出描写鸟的句子，为了让学生走进文本，播放群鸟齐飞的情景，通过视觉感受更容易理解“应接不暇”。根据“学习导航”组员交流感受，其他组补充，议读等，带上作者的心情读12—13段，总结出鸟的特点：热闹、多。我根据学生所说进展板书。之后我提出问题：相对榕树的静态描写方法，鸟这局部运用了什么描写方法？这一问题的设计是在静态学习的根底上，通过启发，让学生举一反三学习动态描写。学生两局部内容学完，我再次发出作者的赞叹：“昨天……鸟的天堂”理解两个天堂的意思。这与课前相照应，让学生在设疑中走进课文去探究，在解疑中走出课文。展示这一环节我给学生一定的空间来表现自我，让他们在学习中有乐趣，有主动性。通过展示可以检验学生的自主预习和合作交流的成果，检验这两个环节中学生对教材的知识掌握程度，促进学生学习的主动性。我会充分尊重学生的展示方式及对文本的多元解读，并根据学生汇报进展板书，突出本课重点。我设置了为“小小导游”活动，介绍“鸟的天堂”。先在小组内说，在按照课件图片进展讲解。语言是一种交际工具，说话训练是开启学生思想之门、引导学生发表之欲的“总枢纽”。重视说话训练更是大势所趋，势在必行。这一环节通过板书总结课文升华情感，需用时5分。学生根据板书交流：这里为什么会成为鸟的天堂？我根据学生所答，用绘画完善板书，表达人、河、树、鸟的和谐，此时我和学生们一起伸出手为保护环境和动物加油，并播放鸟的鸣叫声。这样的课堂总结让学生热情高涨，让学生充满力量，让学生发挥自己的正能量去保护生态环境。板书存在于每节课中，板书对语文教学有不可无视的作用。它是一种无声的语言。把这种无声的语言转变为有声的语言，这是对学生进展说话训练的又一种方式。完毕时情境再现，让学生下船，并回头看看课件播放的“鸟的天堂”的美丽图片，让学生感受到不舍和留恋，从而体会到作者的情感。练习测评我设计三道习题，由于需要写、说、交流，因此这一环节大约需要用时10分。题型设计如下：1、火眼金睛我会辨。根底题面向全体学生，熟记生字词。此题由一小组在围板上展示其他学生写在导学案上，然后我和组长检查。2、按要求写句子。针对中下等学生，改写陈述句、运用“有的……有的……、有的……、”说话，口头造句，既锻炼学生灵敏的反响才能，又进步语言表达才能。这道题由学生独立考虑再小组汇报，交流，互评。3、课堂小练笔。写一个热闹场面或景物描写，此题针对优生，挖掘他们的潜能，符合本课教学目的学习景物描写、静态、动态描写，是进步学生作文才能。此题学生独立完成，再小组展示，全班交流。我将练习题设计成阶梯性，让优等生“吃得饱”，中等生“吃得好”，后进生“吃得了”，尊重了各个层次学生的主体地位，促进了教学的不断进步。说课稿数学说课稿ppt篇八我班幼儿的平均年龄在6周岁左右，平时喜欢探究问题，求知欲强，好奇、好问，对周围事物、现象感兴趣。特别是对玩具有着浓重的兴趣，玩具的名称、款式、玩法、等等是小朋友经常议论的话题，小朋友也经常把家里的玩具带来和同伴一起玩。玩具给孩子的童年增添了色彩和情趣，孩子在玩玩具的过程中发挥了想象力和创造力。因此，根据这一特点，我设计了谈话《老玩具我知道》，幼儿对老玩具有一定的理解。生活中有很多现象和事物都使幼儿充满了好奇心和求知欲，他们总是在向父母或身边的人寻找答案，脑袋里对任何事物都充满了为什么！本节教学活动恰恰也是根据幼儿生活中感兴趣的玩具选择的教学内容，探究好玩老玩具。即合适幼儿的现有程度，又有一定的挑战性；既贴近幼儿的生活又有助于拓展幼儿的经历和视野。幼儿园教育指导纲要〔试行〕》指出：幼儿园谈话教育要能从生活和游戏中感受事物的重要和有趣；并学习老玩具的一些玩法，生活化和游戏化是幼儿园教育的重点，根据《纲要》精神和本班幼儿的兴趣、才能程度等实际，我将本教育活动的目的定位为：〔1〕理解有中国特色的老玩具。〔2〕有玩这些玩具的兴趣和愿望，并学习老玩具的新玩法。〔3〕能用清楚.连接的语言大胆表述自己的想法。重点：让孩子认识老玩具。难点：找出玩具不同的玩具和方法。1、激趣导入：出示课件，激发第一次认识老玩具的兴趣。〔1〕引导幼儿为大家介绍自己带来的玩具。老师提问：大家猜一猜这是什么玩具？这个玩具怎么玩儿？〔2〕引发幼儿玩这些玩具的兴趣和愿望。老师提问：这么多玩具你最想玩哪个？或者喜欢玩哪个？为什么？〔3〕引导幼儿积极探究、学习老玩具的新玩法。老师提问：谁能在玩这些玩具的时候有新颖的玩法？〔4〕引导幼儿为这些老玩具分类。老师提问：这些玩具有这么多玩法，它们有一样玩法的吗？咱们能不能给它们分类？那些事属于同一类的呢？老师可从玩具的玩法、在室内或室外玩、会玩或不会玩等多角度引导幼儿分类。最后：老师带着幼儿在室外玩各种老玩具玩法。教育活动的完毕不是学习的完毕，而是探究的开场。所以，我把活动作了进一步的延伸：让幼儿在室外玩各种老玩具玩法。说课稿数学说课稿ppt篇九《iuü》是汉语拼音中的第二课。包括四局部：第一局部是情境图：乌龟驮着小蚂蚁过河，小鱼鼓掌欢送，既赞扬乌龟乐于助人，又赞扬蚂蚁擅长开动脑筋。从这个语境中可以剥离出“蚁、乌、鱼”这三个语音而导入“iuü”这三个字母的认读，在学生心理上形成“画面——语音——字母”这样一个学习链。第二局部是表音表形图，以利于学生掌握字音、熟记字形。第三局部是六个单韵母的字音字形区分。第四局部是“iuü”的笔顺图及其汉语拼音在四线格中的书写。1、学会“iuü”三个单韵母，读准音，认清形，能正确书写。2、掌握“iuü”的4个腔调，能直接读出它们的四声。3、能准确地分辨这六个单韵母的读音与字形。能读准“iuü”的音、认清它们的形。情境图的动画演示课件、字母卡片。汉语拼音是一串抽象的表音符号，它缺乏详细内容，枯燥乏味，对于形象思维占优势的一年级儿童在入学伊始更应注意不能让孩子产生厌学情绪，应创设丰富多彩的教学情境，呈现各种活泼生动的学习形式，将枯燥的学习内容与详细形象的实物联络起来，激起学生的兴趣，将字母的音形在学生的脑海中建立有意义的联络。《根底教育课程改革纲要〔试行〕》中指出，要“改变课程施行过于强调承受学习、死记硬背、机械训练的现状，倡导学生主动参与、乐于探究、勤于动手，培养学生获取新知识的才能”。这种观念是贯穿我们整个根底教育始终的。所以在学生尚未形成“学习定势”的起始年级，老师更要将这种观念浸透在我们的教学中。因此在教学iuü的字形时，让学生自己去发现探究字母形态的特点，自己去想方法记住它，让学生在探究的过程中培养自己的思维和语言表达才能。如今的社会越来越需要加强合作：人与人的合作，人与自然的合作，群体与群体的合作。对于今天的小学生来说，从小就应该培养合作意识和团队精神。因此在教学“aoeiuü”六个单韵母的读音和字形区分时，可以开展合作学习，学生在活动中互相纠正、彼此帮助，共同完成学习任务说课稿数学说课稿ppt篇十�����������������ä¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ç±ï¿½ê¦ï¿½ï¿½æ¡¶ï¿½ï¿½ñ§ï¿½ï¿½êµï¿½ï¿½ì¿ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¼¶ï¿½ï²ï¿½ú¶ï¿½ï¿½âµï¿½ï¿½ï¿½úµï¿½ï¿½ï¿½ï¿½ý£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã¡±ï¿½ç¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï°ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½òªï¿½ï¿½ï¿½ý£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ðµï¿½ò»ï¿½ö»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã£®ï¿½ï¿½ï¿½îµï¿½ñ§ï°ô¶ï¿½ï¿½ð¡ñ§ï¿½×¶î¹ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð¡ï¿½ï¿½ï¿½ï¿½ï¿½ä¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã£¬ï¿½ï¿½ï¿½ðµï¿½ï¿½ä½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä¼ó·ï¿½ï¿½ï¿½ï¿½ã£®í¨ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï°ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ô¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¶ï¿½ï¿½ï¿½ï¿½ï¿½â£¬îªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½êµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï°ï¿½ì¶¨ï¿½ë¼ï¿½êµï¿½ä»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¶ô½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ú½ì²ï¿½ï¿½ï¿½ïµï¿½ðµï¿½î»ï¿½ã¼ï¿½ï¿½ï¿½î»ï¿½ï¿½ï¿½ï¿½ê¶ï¿½ï¿½ï¿½ï¿½ï¿½â£¬è·ï¿½ï¿½ï¿½ï¿½ï¿½ú¿îµä½ï¿½ñ§ä¿ï¿½ï¿½ï¿½ï¿½ï¿½â£ï¿½ï¿½ï¿½ï¿½ï¿½1��öªê¶ä¿ï¿½ê£ºï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ì½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä¹ï¿½ï¿½ì£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò£¬²ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã·ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã£®ï¿½ï¿½ï¿½ï¿½2������ä¿ï¿½ê£ºï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½é³ï¿½ò»ï¿½ï¿½ï¿½ï¿½éµä¹ï¿½ï¿½ì£ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ä³ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½í¨ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ó·ï¿½ï¿½ï¿½×ªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½×ªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ë¼ï¿½ë£®ï¿½ï¿½ï¿½ï¿½3�����ä¿ï¿½ê£ºï¿½ï¿½ï¿½ï¿½ï¿½ú¹ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä¹ï¿½ï¿½ï¿½ï¿½ð£ï¿½í¨ï¿½ï¿½ï¿½ï¿½ï¿½û¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½è·ï¿½ê½ï¿½ï¿½ï¿½ï¿½í¬ï¿½ï¿½ï¿½äºï¿½ï¿½ï¿½ñ§ï°ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½îªï¿½ï¿½êµï¿½ï¿½ï¿½ï¿½ï¿½ï½ï¿½ñ§ä¿ï¿½ê£¬è·ï¿½ï¿½ï¿½ï¿½ï¿½ú¿îµä½ï¿½ñ§ï¿½øµï¿½ï¿½ç£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã£ï¿½ï¿½ï¿½ñ§ï¿½ñµï¿½ï¿½ç£ï¿½ï¿½ï¿½êµï¿½ï¿½ï¿½é¾³ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½å²¢ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½êµï¿½ï¿½ï¿½ï¿½ï¿½â£®ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ôµä½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ¾ß±ï¿½ò»ï¿½ï¿½öªê¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½öªï¿½ï¿½ï¿½ï¿½ï¿½ä¸ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½å¡ï¿½ï¿½ï¿½ö½ï¿½ï¿½ï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