教学设计方案格式十篇(优秀)

第页共页教学设计方案范例教学设计方案格式十篇(优秀)教学设计方案范例教学设计方案格式篇一今天在讲课之前，老师先考考大家有谁知道成语“胸有成竹”讲的是什么？〔学生答复〕师：宋朝一个人特别擅长画竹子，当时苏轼说他所以画得好，是因为他在动笔以前心里已经有了画成了的竹子模样，因此得“胸有成竹”之说，后来以“胸有成竹”比喻在做事之前已经拿定主意，有了方案。在这里也希望同学们今后不管做什么事都应先做到有一定的方案，这样才能做好每一件事情。正好这节课我们也来学习画竹子。〔课件—图一〕我们先来欣赏一幅竹子的图画，同学们仔细观察图中描绘了竹子的哪几局部？〔竹竿、竹枝、竹叶〕〔课件—图二〕接下来我们一起学习竹竿、竹枝和竹叶的特征及画法。〔课件—框架图三〕1、竹竿竹竿是一节一节的，认真观察图中同一竹竿的竹节长短变化有什么规律？〔生：越往上越长〕因此，绘画时应一节一节的从下往上画，并且越往上的竹节越长，假如画成上短下长就不符合竹子的生长规律了。〔图四〕绘画时节与节之间留出小的空隙，竹节画完以后用浓墨勾画竹节之间的连接处，我们可以把连接处的形状看成一对单引号，这样画起来就容易了。画多根竹竿时防止平行。〔图六〕观看竹竿的绘画片段。学生讨论提出问题2、竹枝小竹枝竹枝生于节与节之间的连接处，上下竹节的竹枝左右交织生长，发枝处可生一枝也可生多枝，根据画面的需要而定，不要画的太乱，要交代清楚生长规律。如何更好的画好竹枝请大家仔细观看下面的绘画片段。学生讨论提出问题3、竹叶竹叶是竹子的画龙点睛之笔，竹竿能表现竹的质感，而竹叶那么表达竹的质感。我们可以把竹叶看成一组一组的。这四组竹叶可以用“一、八、个、介”四字来概括，也就是把这四个字的每一笔都当成一片竹叶，并给予它一定的动态，将书写与绘画融为一体来表现竹叶的构造及动态。〔图八〕表现茂密的竹叶时，开场要一组一组的话尽可能多画几组叶子片数多的而后在一片一片的加。用墨时要注意浓——淡、密——稀的变化，这样能表达竹叶的层次感。〔图九〕观看竹叶的绘画片段。学生讨论提出问题。4、绘画步骤的演示师：如今同学们一定想马上就动笔，要想画好除了理解竹竿、竹枝、竹叶的特征外，还需要我们对绘画过程的仔细观察。不管是课堂上还是生活中只有认真观察才能准确的表现某个事物。接下来我们带着问题观看竹子的绘画全过程。问题：绘画竹子时先画什么，再画什么，最后画什么？通过以上的学习结合课本、大屏幕或生活中所见到的竹子描绘出你心中的竹子。练习中我们再播放一次绘画过程，同学们可以边看边画。(课件—音乐)老师巡回指导将优秀的作品进展展览，同时纠正错误。今天，同学们对竹子的绘画完成的比拟好，虽然有些同学还没有完全掌握其中的技巧，但是请你不要灰心，相信通过你课下的努力一定回做到成竹在胸。假如这节课可以刘给你一段记忆，或者一个考虑，或者一个经历，甚至一个微笑的话，那我的教学目的就到达了。谢谢大家！〔课件—图十〕教学设计方案范例教学设计方案格式篇二这是一篇充满童趣的夏季散文诗。荷叶圆圆的，绿绿的，是那样惹人喜欢。小水珠喜欢她，小蜻蜓喜欢她，小青蛙喜欢她，小鱼也喜欢她。这绿色的跳动的音符，在召唤小朋友走进夏季，感受夏季，感受小伙伴们快乐的心情。1、通过结合课文的词句、创设情境来认识“荷、珠”等12个生字，会写“是、叶”等6个生字。2、正确、流利、有感情朗读课文。认读生字，初步感受课文的美。这篇课文充满童趣，在学习过程中重在激趣，表达学生学习的自主性，尊重学生在学习中的独特感受，重视自我评价、小组评价、师生互评。课文、生字都在一定的情境中愉快地学习。多媒体课件。上课前，老师给小朋友们带来了一样礼物，我们吧!(课件出示图片)你看了什么?(学生自由答复)谁来夸夸这么漂亮的大荷叶?(学生自由发言)有个小作者也在夸这美丽的大荷叶，你们瞧。(出示：荷叶圆圆的，绿绿的。)让我们一起来夸夸张荷叶!(指名读，齐读)1、小朋友，满池的荷叶是那么美，难怪引来了这么多的小伙伴呢，都有谁呢?请小朋友翻开课文，自由读读课文，碰到生字多读几遍，争取把课文读准确。2、学生自由读课文。3、指名汇报。1、是啊，美丽的荷叶引来了这么多的小伙伴，那么这些小伙伴又是怎么夸奖大荷叶的呢?请小朋友翻开课文，选择自己喜欢的角色来读一读。2、学生带着问题读课文。3、学生汇报：课件出示相关句子，在句子中初步识字。4、集中教学生字。猜字谜。1、学生自由读读课文。2、指名读分小节读课文。(儿歌复现)1、学生自由读一读。2、指名读。3、齐读。1、学生观察。2、范写。3、生写。4、反应。教学设计方案范例教学设计方案格式篇三【教学目的】1、会认11个生字，会写13个生字。正确读写翠鸟、苇秆、腹部、衬衫、透亮、泡泡、又尖又长、清脆、一眨眼、逃脱、饲养、渔翁、石壁、消除、念头等词语。2、有感情地朗读课文，背诵自己喜欢的局部。3、感受作者对翠鸟的喜欢之情，培养学生保护动物、与动物和谐相处的意识。4、体会作者是如何抓住事物的特点进展描写和说明的。【教学重点】感受作者对翠鸟的喜欢之情，培养学生保护动物、与动物和谐相处的意识。【教学难点】体会作者是如何抓住事物的特点进展描写和说明的。【教学时间】2课时。【教学准备】挂图。【教学过程】第一课时一、创设情境，触发个性师述：同学们，听──(多媒体课件播放百鸟争鸣声)你们听到了什么?你们都喜欢鸟吗?都喜欢哪些鸟?为什么?1、(鹦鹉)：它可以模拟人类说话。2、(鸿雁)：它每到春天就会来到我们身边。它是春的使者。3、(黄鹂)：它的歌声清脆悦耳。4、(啄木鸟)：因为它可以捉虫子，是森林的医生。二、提醒课题过渡：是呀，鸟是我们人类的朋友，我们都喜欢它。今天我们再来认识一位新的朋友──翠鸟，一起叫一叫它的名字，(齐读课题)用自己的话说说你看到的翠鸟。1、翠鸟有一双红色的小爪子。2、翠鸟的羽毛很漂亮。3、翠鸟的眼睛非常透亮，嘴巴又尖又长。三、初读课文，检查生字词的预习情况1、读音：有赤、衬、衫(翘舌音)、秆、衬、衫、泛、翁(前四者为前鼻音，最后一个为后鼻音)。2、引导学生运用学过的识字方法，自主识记生字。如，可以联络已经学过的生字，用加减或者交换偏旁的方法学习生字：秆、绣、褐，或者联络生活经历，结合班级同学的姓氏学习翁，颜色或衣服学习赤、褐、衬、衫等。秆、腹、衬、衫、泛、泡、饲、陡都属于左右构造。3、引导学生观察发现其构造上的特点，然后把重点放在部件比例的大小上，指导临写。有个别字的笔画需要特别说明：指导翠、翁秆、透时，要注意它们之间的联络，它们分别有羽禾的部件。四、抽读课文，理解课文大致内容五、课堂作业1、写生字。2、抄写生词。六、自由读文，勾出不理解的地方。下节课交流第二课时一、检查回家读书情况1、抽读。2、小组读。3、齐读。二、读文作画、张扬个性1、师述：同学们读得很认真，读完了课文，你对翠鸟又有了哪些理解呢?(学生自由发言，抓住翠鸟的特点，进一步理解翠鸟的样子、生活习性和活动。)过渡：看来，同学们通过读书，已经理解了课文的主要内容。课文给我们描绘了翠鸟的外表、活动以及生活习性。你们喜欢翠鸟吗?你最喜欢它的什么?2、课堂训练：下面，就请同学们用你最擅长的方式，选择你最喜欢的内容，进一步深化地学习课文，看谁收获大。谁喜欢翠鸟外形局部?愿意来亲手画一画翠鸟吗?好，请同桌或小组合作，画一只课文中描写的翠鸟。喜欢翠鸟捉小鱼局部的同学请站起来，老师也很喜欢读这一局部内容，我已经练习读了七八遍了，觉得可以读出翠鸟捉小鱼的情景了。你想和老师比比吗?好，你们赶快练习，可以找自己的小伙伴商讨一下，看能不能比过老师。有没有两局部都喜欢的?肯定有。爱学习的孩子总是这样。你们学习完一局部，可以学习另一局部。好，大家开场吧。(学生自由分组学习，老师与学生一起讨论。)3、师述：刚刚同学们学习很投入，读书很认真。我们来交流一下，哪几位同学愿意来展示一下你们画的翠鸟?大家看他们画得好不好，与课文内容是否相符。(实物投影一个小组送来的画)4、小结：同学们真了不起，能根据自己的感悟想象画出美的图画来，这说明你们读懂了课文。老师也画了一只翠鸟(多媒体课件展示)，可是忘记了涂色，大家能不能看着提示，来介绍一下它的样子呢?自己练习说一说。(学生练习)三、评读感悟，凸显个性1、师：翠鸟又漂亮又机灵，还擅长捉鱼。学习这一局部内容的同学我们一起来比比吧。(学生合作学习，汇报交流)2、共同评议。3、师小结：翠鸟太得意了，应该保护它。翠鸟的家在陡峭的石壁上，很难捉到。翠鸟应该生活在大自然里，不能捕捉，假如捉了也活不久，会害了它。鸟是我们人类的朋友，我们不能捉。其实，翠鸟在全世界有60多种，我们今天所认识的只是其中的一种。就让这得意的小生灵在大自然中快乐、自由地生活着吧!(多媒体课件播放：各种各样的翠鸟)四、拓展延伸，放飞个性师：同学们，这节课大家凭着自己的力量，读懂了课文，你一定有不少的收获或疑问，请大家结合自己的收获或疑问给自己布置一道家庭作业题。选作：1、如今，鸟儿的家都被淘气的小朋友捣坏了，我要为鸟儿造几个窝，让鸟儿都有一个舒适、温暖的家!2、我准备做一期关于我喜欢的鸟的手抄报。让大家都来认识鸟。3、我回去将继续在电脑上查阅有关翠鸟的资料，进一步理解翠鸟。4、我想向全市的小朋友发出建议：保护鸟吧，它是我们人类的朋友。五、全课总结师：课堂小天地，天地大课堂。其实，课外还有更大的学习语文的空间。希望你们带着这节课的收获或疑问，继续探究，继续研究，老师将永远做你们学习上的朋友!教学设计方案范例教学设计方案格式篇四成功训练学科是以地方课程资为教学根底，以各地区学生的各项素质的培养和进步为开展目的，通过各种形式的活动来引导学生自主参与、主动开展。同时结合市教育局提出的“以学为主、当堂达标”的课堂教学施行精神，本着“以学为主、当堂达标”的教学理念，以多样化的教学形式，逐步进步与开展成功训练学科的课堂教学，以此制定课堂教学施行方案。成功训练学科的研究与开展，取决于新课程改革下的地方课程的教学理念的转变，能否在实际课堂教学设计中，把手把手的“教”的教学形式逐渐转变为以老师的引导为主导，学生的自主学习、主动参与为主体的教学，创设更多学生喜欢的学习空间，让学生能在自主选择，自由开展的想象、创造中主动学习，真正表达成功训练学科的教学特点，使学生在不同的情景、不同的活动形式、不同的开展目的中更好地体验、探究、反思和开展。成功训练教学形式根本上是活动式教学，这就要求我们地方课程老师仔细研究教育教学，通过创设不同年段学生喜欢的兴趣性活动来激发学生的学习欲望，在学生在每一次课中都有不同的感受，在每一次的活动中都有不同的收获。无论上下年级的学生，都对活动有着不同的期盼，在教学中能否创设学生喜欢的教学活动，来调动学生的参与欲望，在心里产生挑战自己的想法，这样的教学活动才能合适学生开展，起到激发学生学习的积极作用。老师在备课时一定要深挖教材，巧妙地设计出不同教学环节中的吸引学生的教学活动，起到“引入及时、激发有度”的教学效果。认真理解教材的教学内容，仔细分析^p教材，在备课、说课中改良教学方法，预设教学中可能出现的各种突发性事件，找到解决事件和引导学生活动的方案，真正做到有“备”而来。同时做好课后的反思教学工作，全面反思教学过程，认真审核教学中出现的问题，在查找中研究教学方案，为以后的教学做好铺垫。积极参加备课、出课等各类教育教学活动，全面进步自身各项素质，以较高的教育理念和业务才能来参与教学，通过多种形式做好培养成功训练学科的教学骨干老师，起到以点带面的.作用，为地方课程成功训练教学更好的开展奠定根底。1、要备课的目的。认真理解课的内容和培养学生的哪项素质，确立科学、合理的开展目的，有梯度地通过不同的活动逐步实现教学目的。2、要备学生。仔细理解掌握所教学生的实际情况，根据学生的实际开展状况，让学生在不断体验、探究中自行发现和解决问题。创设出既能符合学生开展，又能表达“以学为主”的教学活动。3、要备教材教法。吃透教材是创设良好课堂教学的根底，是教学能否顺利进展的必要条件。掌握教材，就确定了课堂教学开展的方向，就可以得心应手的创设出符合教学开展的的教学方式。仔细分析^p教材，创设不同的学习环境，更好地激发学生的学习欲望。4、预备课堂效果。仔细审核课堂教学的设计，合理表达课堂各个教学环节的使用价值，预设学生在各教学环节的开展状况以及教学进展时有可能出现的突发事例，合理的解决方案。根据成功训练学科以活动为体验、探究的教学特点，根本的教学设计应按照：激趣导入引入新课初步体验反思活动交流体会探究理论获取成功反思感悟拓展思维〔成功加油站〕的教学程序进展。各环节可以根据不同教学内容的开展模块进展调整与增减，教学时采用层层达标，围绕课的总的开展目的精心设计各环节的教学活动，尽最大可能让学生在课堂活动中通过体验发现问题，在自主合作、主动探究中自行解决问题，把课堂交给学生，扩大学生的想象、创造的学习空间。每一次课都有它独特的开展特点，根据不同课的内容，仔细分析^p教材，科学合理地设立不同课型的开展总目的，根据教学的总体目的分层巧妙地设计课的各环节的教学活动，分层达标，让学生在自主学习、主动参与活动中逐步培养和开展各项素质，更好地获取成功的喜悦。地方课程学科教学老师的引导是否到位是整个课堂教学是否到达预设的教学效果，教学过程总学生是否有序地按照课的设计环节而逐步培养与开展的主要条件。假如教学中只设计了有趣的教学活动，没有结合老师教学活动中的及时引导，学生虽然在感兴的活动中自由开展、主动参与，就很容易导致学习过程中费时费力进入学习的“盲区”从而导致白白浪费不必要的课堂学习时间，同时也给我们正常的课堂教学增添了不必要的费事。这就要求我们地方课程成功训练学科老师在每次课的设计和理论教学中必须做到课堂教学过程及时引导学生思维开展，充分发挥课堂教学的主导作用。每一个教学环节都是上一个环节的接续，合理科学地设计教学环节，不但可以使课堂教学到达预设的教学效果，而且还会更好地激发学生的学习兴趣。但教学环节的设计要求必须做到两点：第一、“严谨而开放”，也就是每个教学环节都必须一环扣一环，针对教学内容设计的教学环节要合适学生的思维、才能开展，让学生在老师的及时引导下通过“跳一跳”的思维开展过程中自主体验、拓展思维。第二、“紧张而不松散”，是指教学环节设计有序，“活”而不乱，教学过程紧张而不松懈。发现问题及时解决，根据学生在学习中的开展状况及时有效地调整教学。在实际教学过程中会出现很多备课时没有料想到的实例，这就要求我们理论联络实际，通过实际教学查找教材中没有发现的资，及时总结归纳教学思路，为以后创设更科学、合理的课堂教学设计准备条件。仔细观察学生在课堂教学各个环节的开展状况，是否到达了备课时的预设目的，还需如何改良，学生在活动中的表现如何，预设教学环节中的才能培养是否合适学生的开展要求，成功训练学科教学的开展目的主要通过各种不同的活动来培养和进步学生的各项素质，课堂教学的环节设计在实际教学中会出现许多不适应学生开展的情况，这就要求我们老师要及时发现问题，及时整改，课后仔细反思教学，不断积累和改良教学方法，创设更合理的教育教学。学生通过根底才能的培养与开展，可以根据课的内容和预设学生的开展状况来大胆设计拓展学生的思维开展，在此环节可以以老师的参考资料、教材的资料包，又可以搜集一些与本课教学开展模块相关的学习资料来补充教学，以此来引领学生更好地得到开展。1、师评：在每一个活动后，老师都要对本次活动给予或多或少的评价，这样可以让学生感受到自己在不同活动中的开展状况，同时也可以起到接续教学，引导学生进入才能提升的作用。2、生评：学生的反思性自我评价、互评，在教学中也是成功训练学科教学中的一个重要的组成局部，通过学生的反思性自评、互评的教学环节设计，可以更好地促进学生的学习兴趣，对发现问题和解决问题都能起到良好的促进作用。3、鼓励性评价：针对学生在不同活动中的表现和开展情况，及时准确地给予学生鼓励性评价是促进学生开展的关键。评价形式可以自由选择，可以在活动中或活动后进展，根据不同的环节采用多种不同的鼓励性评价，不要套搬套用，防止学生感到无味无启发性。教学设计方案范例教学设计方案格式篇五1．使学生能正确判断应用题中涉及的量成什么比例关系．2．使学生能利用正、反比例的意义正确解容许用题．3．培养学生的判断推理才能和分析^p才能．使学生能正确判断应用题中的数量之间存在什么样的比例关系，并能利用正反比例的意义来列出含有未知数的等式，从而正确利用比例知识解容许用题．利用正反比例的意义正确列出等式．一、复习准备．〔课件演示：比例的应用〕〔一〕判断下面每题中的两种量成什么比例关系？1．速度一定，路程和时间．2．路程一定，速度和时间．3．单价一定，总价和数量．4．每小时耕地的公顷数一定，耕地的总公顷数和时间．5．全校学生做操，每行站的人数和站的行数．〔二〕引入新课我们已经学过了比例，正比例和反比例的意义，还学过理解比例，应用这些比例的知识可以解决一些实际问题．这节课我们就来学习比例的应用．老师板书：比例的应用二、新授教学．〔一〕教学例1〔课件演示：比例的应用〕例1．一辆汽车2小时行驶140千米，照这样的速度，从甲地到乙地共行驶5小时．甲乙两地之间的公路长多少千米？1．学生利用以前的方法独立解答．140÷2×5＝70×5＝350〔千米〕2．利用比例的知识解答．〔1〕考虑：这道题中涉及哪三种量？哪种量是一定的？你是怎样知道的？行驶的路程和时间成什么比例关系？老师板书：速度一定，路程和时间成正比例老师追问：两次行驶的路程和时间的什么相等？怎么列出等式？解：设甲乙两地间的公路长千米．＝2＝140×5＝350答：两地之间的公路长350千米．3．怎样检验这道题做得是否正确？教学设计方案范例教学设计方案格式篇六������������ò»æªï¿½ï¿½ï¿½ï¿½í¯è¤ï¿½ï¿½ï¿½ä¼ï¿½é¢ï¿½ï¿½ê«ï¿½ï¿½ï¿½ï¿½ò¶ô²ô²ï¿½ä£ï¿½ï¿½ï¿½ï¿½ìµä£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï²ï¿½ï¿½ï¿½ï¿½ð¡ë®ï¿½ï¿½ï²ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð¡ï¿½ï¿½ï¿½ï¿½ï²ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð¡ï¿½ï¿½ï¿½ï¿½ï²ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð¡ï¿½ï¿½ò²ï²ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½é«ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ù»ï¿½ð¡ï¿½ï¿½ï¿½ï¿½ï¿½ß½ï¿½ï¿½ä¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð¡ï¿½ï¿½ï¿½ï¿½ç¿ï¿½ï¿½öµï¿½ï¿½ï¿½ï¿½é¡£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½1��í¨ï¿½ï¿½ï¿½ï¿½ï¿ï¿½ï¿½äµä´ê¾ä¡¢ï¿½ï¿½ï¿½ï¿½ï¿½é¾³ï¿½ï¿½ï¿½ï¿½ê¶ï¿½ï¿½ï¿½é¡ï¿½ï¿½é¡±ï¿½ï¿½12�����ö£ï¿½ï¿½ï¿½ð´ï¿½ï¿½ï¿½ç¡ï¿½ò¶ï¿½ï¿½ï¿½ï¿½6�����ö¡ï¿½ï¿½ï¿½ï¿½ï¿½2����è·ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð¸ï¿½ï¿½ï¿½ï¿½ê¶ï¿½ï¿½ï¿½ï¿½ä¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¶ï¿½ï¿½ï¿½ï¿½ö£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ü¿ï¿½ï¿½äµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½æªï¿½ï¿½ï¿½ä³ï¿½ï¿½ï¿½í¯è¤ï¿½ï¿½ï¿½ï¿½ñ§ï°ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ú¼ï¿½è¤ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ñ§ï°ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ô£ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ñ§ï°ï¿½ðµä¶ï¿½ï¿½ø¸ï¿½ï¿½ü£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½û¡ï¿½ð¡ï¿½ï¿½ï¿½ï¿½ï¿½û¡ï¿½ê¦ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä¡ï¿½ï¿½ï¿½ï¿½ö¶ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½é¾³ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï°ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã½ï¿½ï¿½î¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿ï¿½ç°ï¿½ï¿½ï¿½ï¿½ê¦ï¿½ï¿½ð¡ï¿½ï¿½ï¿½ï¿½ï¿½ç´ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½ï£¬ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½!����(�î¼ï¿½ï¿½ï¿½ê¾í¼æ¬)�����㿴��ê²ã´?����(ñ§ï¿½ï¿½ï¿½ï¿½ï¿½é»ø´ï¿½)����ë­ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã´æ¯ï¿½ï¿½ï¿½ä´ï¿½ï¿½ò¶?����(ñ§ï¿½ï¿½ï¿½ï¿½ï¿½é·ï¿½ï¿½ï¿½)�����ð¸ï¿½ð¡ï¿½ï¿½ï¿½ï¿½ò²ï¿½ú¿ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä´ï¿½ï¿½ò¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½æ¡ï¿½ï¿½ï¿½ï¿½ï¿½(��ê¾ï¿½ï¿½ï¿½ï¿½ò¶ô²ô²ï¿½ä£ï¿½ï¿½ï¿½ï¿½ìµä¡ï¿½)����������ò»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò¶!����(ö¸ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½)��������1��ð¡ï¿½ï¿½ï¿½ñ£ï¿½ï¿½ï¿½ï¿½øµäºï¿½ò¶ï¿½ï¿½ï¿½ï¿½ã´ï¿½ï¿½ï¿½ï¿½ï¿½ñ¹ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã´ï¿½ï¿½ï¿½ð¡ï¿½ï¿½ï¿½ï¿½ø£ï¿½ï¿½ï¿½ï¿½ï¿½ë­ï¿½ï¿½?��ð¡ï¿½ï¿½ï¿½ñ´ò¿ª¿ï¿½ï¿½ä£ï¿½ï¿½ï¿½ï¿½é¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ö¶ï¿½ï¿½ï¿½ï¿½ï¿½é£¬ï¿½ï¿½è¡ï¿½ñ¿ï¿½ï¿½ä¶ï¿½×¼è·ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½2��ñ§ï¿½ï¿½ï¿½ï¿½ï¿½é¶ï¿½ï¿½ï¿½ï¿½ä¡ï¿½ï¿½ï¿½ï¿½ï¿½3��ö¸ï¿½ï¿½ï¿½ã±¨ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½1���ç°ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½äºï¿½ò¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã´ï¿½ï¿½ï¿½ð¡ï¿½ï¿½é£¬ï¿½ï¿½ã´ï¿½ï¿½ð©ð¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã´ï¿½ä½±ï¿½ï¿½ï¿½ò¶ï¿½ï¿½ï¿½ï¿½?��ð¡ï¿½ï¿½ï¿½ñ´ò¿ª¿ï¿½ï¿½ä£ï¿½ñ¡ï¿½ï¿½ï¿½ô¼ï¿½ï²ï¿½ï¿½ï¿½ä½ï¿½é«ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½2��ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä¡ï¿½ï¿½ï¿½ï¿½ï¿½3��ñ§ï¿½ï¿½ï¿½ã±¨ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½î¼ï¿½ï¿½ï¿½ê¾ï¿½ï¿½ø¾ï¿½ï¿½ó£ï¿½ï¿½ú¾ï¿½ï¿½ï¿½ï¿½ð³ï¿½ï¿½ï¿½ê¶ï¿½ö¡ï¿½ï¿½ï¿½ï¿½ï¿½4�����ð½ï¿½ñ§ï¿½ï¿½ï¿½ö¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï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