人教版三年级数学说课稿(十六篇)

第页共页人教版三年级数学说课稿(十六篇)无论是身处学校还是步入社会，大家都尝试过写作吧，借助写作也可以进步我们的语言组织才能。的时候需要注意什么呢？有哪些格式需要注意呢？以下是我为大家搜集的优质范文，仅供参考，吧人教版三年级数学说课稿篇一“24时计时法”是在学生认识了时、分、秒，年、月、日的根底上进展学习的。教材先编排了“认识24时计时法和探究24时计时法与普通计时法之间的关系”，再编排“认识时间和时刻的区别和计算简单的经过时间”，符合学生的认知规律。24时计时法在邮电、交通、播送等部门有着广泛应用，但由于三年级的学生对普通计时法中表示时间的词语知之甚少，再加上平时很少使用24时计时法，因此用24时计时法表示下午几时或上午几时时，学生往往感到不太习惯。由于概念不能简单植入学生的头脑，学生要将概念内化，才能成为他们自己的，才能使数学构造与学生的认知构造对接。课堂上将采用自主探究、合作交流的学习方式，在直观演示、动手操作中，加强对钟面认识；在发现规律、总结规律中探究普通计时法与24时计时法的关系；在应用知识解决生活实际问题的过程中，建立时间观念，为后继学习打下坚实的根底。基于以上分析^p，我制定了以下学习目的：1、学生在详细的生活情景中，理解24时计时法的特征，会用24时计时法正确表示一天中的某一时刻，并能正确进展两种计时法的互换。2、学生经历认识、搜集、应用24时计时法的过程，体会24时计时法在生活中的应用，建立时间观念。3、学生在探究24时计时法与普通计时法的互换中，促进思维开展。为了实现学习目的，我把运用24时计时法正确表示一天中的某一时刻定为学习重点，把探究24时计时法与普通计时法的关系定为学习难点。为了突出本课的重点，打破难点，促进学生开展，我设计了如下的学习活动。〔一〕创设情景，质疑自探1、创设生活情景，形成探究问题课件出示：安阳市新华书店门口牌子上写着：营业时间冬9：00——19：00、夏9：00——20：00，假如你想去书店买书，你可以几点到书店呢？为什么？学生可能会说到：上午10时，上午11时，下午1时，下午2时……，可能有的同学会说到：因为20时就是晚上8时，所以只要在晚上8时之前到都可以。我首先肯定个别同学的生活经历很丰富，同时提醒出：像我们平常说的上午几时、下午几时或者晚上几时，这是普通计时法，也叫12时计时法，而像19时、20时是一种新的计时法，叫24时计时法。在生活中经常会用这两种计时法的互换。今天我们就来学习24时计时法。〔设计意图：利用现实生活素材，创设开放的问题情景，让学生自然而然地说出上午几时、下午几时，或者晚上几时，为提醒12时计时法或普通计时法提供物质根底。而学生在考虑“为什么”过程中，引出“19时、20时就是我们平时说的几时”的数学问题。问题是数学的心脏，这样导入新课，不仅可以激活学生的问题意识，形成探究任务，而且符合数学来于生活又效劳于生活的课程理念〕2、交流信息，激发浓重的探究兴趣师：“课前同学们搜集了用24时计时法表示的时间，哪位同学先来与大家交流一下。”学生可能会搜集到：手机上、电脑上、电视上、电子表上的时间；火车票上、公共汽车站牌上的发车时间；超市门口、药店门口的营业时间；电视报上节目播出时间等等。学生边交流，老师边有选择的进展板书，并提问学生：“想一想这个时间你会在做什么呢？这些时间你能用普通计时法表示出来吗？”〔设计意图：数学教育要给学生一双能用数学视角观察世界的眼睛，给学生一个能用数学思维考虑世界的头脑。在生活这个大课堂中，学生经历了搜集24时计时法表示时间的过程，理解了这一全新的知识在生活中的应用，初步感悟到数学的应用价值。课上学生通过交流与考虑，不仅加深了对24时计时法的认识，而且尝试了两种计时法的互换，激发了浓重的探究兴趣〕〔二〕小组学习，合作交流1、动手操作，促进感知师：要解决这个问题，我们请钟表来帮助，好吗？一天有24个小时，而钟面上却只有12个大格，假如让你来设计一个能表示24小时的钟面，你会设计成什么样子呢？下面就以小组为单位，先说说你的想法，然后设计一个钟面。〔设计意图：德国教育家第斯多惠说：“教学的艺术不在于传授，而在于鼓励、唤醒和鼓舞。老师充分利用“一日有24小时，而钟面上却只有12个大格”这一显性矛盾，引发学生的认知冲突，激起学生动手设计的强烈欲望。纸上得来终觉浅，绝知此事要躬行。老师创设轻松、愉快、和谐的学习气氛，学生自己动手绘制钟面，发挥了学生的创造性，使学生初步感悟到两种计时法的对应关系〕2、交流讨论，优化方法师：“哪个小组愿意把你们组设计的钟面介绍给大家呢？”可能会出现三种情况：一是圆形或类似于圆形的大钟面，上面标有24个大格，从1到24；二是仍是12个大格的钟面，不过有两圈，内圈是从1到12，外圈是从13到24；三是其他画法。师：“比拟一下，哪种设计方法比拟好？好在哪？”学生会发现大圆钟面可以明确看出一日有24小时，但看着钟面要想说出下午几时，或者晚上几时，比拟困难；而双圈钟面上能突出两种计时法的对应关系，利用这个钟面很快找到黑板上的24时计时法所对应的普通计时法的时间。〔设计意图：知识因交流而增值，思维因交流而碰撞，情感因交流而互融。学生在互相欣赏、互相评价的过程中，获得了成功的学习体验；在比拟、分析^p钟面的特点时，经历了深层次的考虑，体验到数学的优化思想；最后依托钟面的对应关系，把24时计时法换成普通计时法，积累了直观转化的数学经历。〕〔三〕精讲点拨，稳固训练1、课件展示，强化两种计时法的对应。师：请同学们边看边考虑，你有什么新的发现？播放课件：时针从0时开场，渐渐走动2圈，第一圈，依次从数字1到12，第二圈在外圈上依次出现13到24。配合演示相应时间的动画画面。〔设计意图：拨开云雾见天日。在学生自主探究后，利用多媒体教学课件，结合学生的生活实际，动态演示两种计时法的对应关系，充分调动学生多种感官参与学习的过程，进步了学习效率〕2、探究两种计时法的互换方法师问：“同学们看着钟面，能很快找到了两种计时法对应的时间，那没有了钟面，你能发现他们之间互换方法吗？”同学们通过观察发现普通计时法前面都有表示时间的词语，比方上午、下午、晚上，而24时计时法却没有这些；经过考虑总结出由普通计时法向24时计时法转化时要去掉表示时间的词语，中午12时之后要加上12，中午12时之前不用加，反之由24时计时法向普通计时法转化时，要加上表示时间的词语，中午12时之后要减去12，中午12时之前不用减。〔设计意图：数学因抽象、概括而被赋于了简约美的化身。学生脱离了钟面这一形象、详细的实物载体后，对两种计时法的互换关系进入了“心求通而未能，口欲言而不得”的愤悱状态，此时老师引导学生观察、比拟、概括，总结出两种计时法的互换规律，使学生思维到达一次质的飞跃〕3、稳固训练1〕、填空〔1〕一天有〔〕时，从钟面上看，时针正好走〔〕圈。〔2〕17时是下午〔〕时，21时40分，晚上〔〕时〔〕分〔3〕晚上12时是今天的〔〕时，也是第二天的〔〕时。2〕、连线：3：408：20xx：3017：0015：40下午5：00下午3：40凌晨3：40上午8：20晚上8：203〕、师生互问〔1〕老师联络生活实际，说出不同的计时法的时刻，让学生说出相应的计时法。〔2〕由学生写在黑板上一个时刻，让老师写出相应的计时法。〔设计意图：教之功有限，习之功无限。为了稳固本课新知，我设计填空、连线、师生互问三个练习题。在练习中有意让学生认识多种表示时间的词语，增强对普通计时法的认识。让学生出题考老师，不仅符合学生的心理特点和年龄特征，而且大大激发了学生的学习参与性〕〔四〕当堂检测，拓展应用1、课堂总结：“同学们，这节课上你有哪些收获呢？”〔设计意图：在下课前引导学生从三维目的的达成进展本课的小结。不仅是一个回忆的过程，也是一个提升的过程〕2、当堂检测1〕判断以下时间用24时计时法，还是12时计时法。下午6：0623：38凌晨18：06取信时间：第一次：8：00第二次：14：00第三次：18：30中午12：301：202〕第二次取信时间是下午〔〕时，第三次取信是晚上〔〕时〔〕分。3〕把以下时刻改写为12时计时法。18：0023：0010：005：304〕用24时记法表示下面的时刻小明早晨6时30分起床：〔〕中午12时用餐：〔〕下午2时10分上课：〔〕下午4时50分放学：〔〕下午6时看动画片：〔〕晚上7时30分做作业：〔〕晚上9时睡觉：〔〕5〕把以下时刻按一日里的先后进展排序〔1〕上午10时0时下午1时30分18时13时〔2〕黄昏凌晨中午上午深夜下午〔设计意图：为了更表达“学以致用”的课程理念，根据本课的学习重点，亲密联络学生的生活实际，设计了5道不同层次检测题目，以期到达培养学生的应用意识〕3、拓展运用〔二选一〕1〕课外查阅：钟表创造发前，人们是怎样计时的？2〕用24时计时法记录自己或家人一天的作息时间。〔设计意图：好的一节课是让学生带着问题回家，让学习从课上延伸到课后，在拓展运用中我设计了二选一的题目，到达“课虽止而意犹存”的效应〕最后，我简单说明一下我的板书设计。〔设计意图：课题是课堂的眼睛，板书是课堂的靓相。采用数学化的板书方式，以简明、整洁的节奏，表达出数学知识的本质属性——符号化、对称化、比拟化、分类化和过程化〕人教版三年级数学说课稿篇二����������24ê±ï¿½ï¿½ê±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ê¶ï¿½ï¿½ê±ï¿½ï¿½ï¿½ö¡ï¿½ï¿½ë£¬ï¿½ê¡¢ï¿½â¡ï¿½ï¿½õµä»ï¿½ï¿½ï¿½ï¿½ï½ï¿½ï¿½ï¿½ñ§ï°ï¿½ä¡ï¿½ï¿½ì²ï¿½ï¿½è±ï¿½ï¿½ï¿½ï¿½ë¡ï¿½ï¿½ï¿½ê¶24ê±ï¿½ï¿½ê±ï¿½ï¿½ï¿½ï¿½ì½ï¿½ï¿½24ê±ï¿½ï¿½ê±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½í¨ï¿½ï¿½ê±ï¿½ï¿½ö®ï¿½ï¿½ä¹ï¿½ïµï¿½ï¿½ï¿½ï¿½ï¿½ù±ï¿½ï¿½å¡ï¿½ï¿½ï¿½ê¶ê±ï¿½ï¿½ï¿½ê±ï¿½ìµï¿½ï¿½ï¿½ï¿½ï¿½í¼ï¿½ï¿½ï¿½òµ¥µä¾ï¿½ï¿½ï¿½ê±ï¿½ä¡±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½öªï¿½ï¿½ï¿½é¡ï¿½24ê±ï¿½ï¿½ê±ï¿½ï¿½ï¿½ï¿½ï¿½êµç¡¢ï¿½ï¿½í¨ï¿½ï¿½ï¿½ã²¥ï¿½è²ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½å¹ã·ºó¦ï¿½ã£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¼¶ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½í¨ï¿½ï¿½ê±ï¿½ï¿½ï¿½ð±ï¿½ê¾ê±ï¿½ï¿½ä´ï¿½ï¿½ï¿½öªö®ï¿½ï¿½ï¿½ù£ï¿½ï¿½ù¼ï¿½ï¿½ï¿½æ½ê±ï¿½ï¿½ï¿½ï¿½ê¹ï¿½ï¿½24ê±ï¿½ï¿½ê±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½24ê±ï¿½ï¿½ê±ï¿½ï¿½ï¿½ï¿½ê¾ï¿½ï¿½ï¿½ç¼¸ê±ï¿½ï¿½ï¿½ï¿½ï¿½ç¼¸ê±ê±ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ðµï¿½ï¿½ï¿½ì«ï°ï¿½ß¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ú¸ï¿½ï¿½î²»ï¿½ü¼ï¿½ö²ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½í·ï¿½ô£ï¿½ñ§ï¿½ï¿½òªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ú»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ü³ï¿½îªï¿½ï¿½ï¿½ï¿½ï¿½ô¼ï¿½ï¿½ä£ï¿½ï¿½ï¿½ï¿½ï¿½ê¹ï¿½ï¿½ñ§ï¿½á¹¹ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½öªï¿½á¹¹ï¿½ô½ó¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ì½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½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结果为知识获得的过程”的根本理念，我分五个环节进展设计：〔一〕猜谜引入，激发学习兴趣为了激发学生的学习兴趣，我利用猜谜语的形式导入课题，我是这样导入的：“同学们，数学博士给大家带来一个谜语，你们能猜得着吗？请注意听：有个宝宝真稀奇，身穿三百多件衣，天天都要脱一件，等到年底剩张皮！谁能说这是什么？”估计学生很快就能猜到这是日历。然后，老师出示一本日历，并告诉学生：今天这节课老师就要带着大家通过年历认识新的时间单位年月日，〔板书课题〕〔设计意图：通过学生猜谜语导入新课，直观形象，过度自然，同时吸引学生注意力，激发学生的学习兴趣，为下面学习新知打下根底。〕〔二〕合作交流，自主创新。在这一方面，我又分五个小节来施行。1、合作观察、自主探究首先我让学生拿出课前准备好的年历卡〔年历卡为1997年至20xx年各年的〕，学生四人一组，仔细观察，合作交流，然后完成老师布置的卡片内容。〔可以用计算器〕卡片内容：〔1〕、我们小组观察的年份是___________年。〔2〕、这一年有__________月，其中有的月是______天，这样的月有______________________月，共____个月。有的月是______天，这样的月有______________________月，共____个月。有的月是______天，这样的月有______________________月，共____个月。这年一共有多少天？学生合作完成后我请各组代表走上讲台，利用实物展台，把本组整理的情况进展汇报、交流。〔在此过程中，我适时点拨、及时评价。〕在小组充分交流的根底上，学生自主的发现了：〔板书〕一年有12个月，有的月份是31天，有的月份是30天，31天的月份有一、三、五、七、八、十、十二这几个月；30天的有四、六、九、十一这几个月；二月有的是28天，相对应的那一年是365天，有的是29天，那一年366天〔板书28天、29天、365天、366天〕。板书完后，我告诉学生通常把有31天的月份称为大月〔板书大月〕，把30天的月份叫小月〔板书小月〕。〔设计意图：提供丰富的学习材料，充分的让学生合作观察、自主探究。并在此根底上，梳理、整理自己的观察结果，构建自己的认知体系，充分表达“学生是数学活动的主体，老师是学生数学活动的组织者、引导者与合作者”。〕2、亲身体验，开拓创新在学生明确这些知识的根底上，我提出要求：要想和12个月宝宝交朋友，首先要记住它们，你有什么巧妙的方法吗？当学生提到书上介绍的拳记法时，课件及时引导学生共同观察：〔课件〕但凡凸起的地方表示大月，凹下去的地方除了二月都是小月。然后，让学生在自己的拳头上亲身体验这个规律，并与邻桌互相交流。同时引导学生读读教材上的歌谣，鼓励学生自己编写具有个性化的歌谣，培养学生的创新思维。3、发现规律、打破难点。这时我告诉学生，二月既不是大月，也不是小月，它是一个特殊的月份，为什么呢？再让学生观察不同年份的二月月历卡，发现二月份的天数只有两种情况，一种28天，一种29天，然后我说明：通常把二月份有28天的这一年叫做平年，有29天的那一年叫做闰年〔板书平年、闰年〕。也就是说判断平年、闰年是由2月份的天数决定的，下面请你们仔细观察1997—20xx年2月的月历卡并统计天数，四人小组里完成表格的内容，说说你发现了什么?表格如下：〔略〕学生通过统计各年份2月的天数，发现每4年总有一个闰年！闰年和4有什么关系？你能利用计算器计算年份与4的倍数关系吗？通过计算，学生自主发现了：用公历年份除以4，能整除的一般是闰年〔贴纸条〕。〔设计意图：这一环节，我充分利用知识的规律性，学生通过观察、借助计算器动手操作、小组讨论等多种形式，进展充分探究，发现规律，到达自主建构新知的目的。〕4、扩展延伸学生的求知欲是旺盛的，他们提出疑问：为什么会出现平年、闰年呢？为满足学生的求知，我出示了平年、闰年的来历这课外知识点，并向学生推荐一些书籍，如：《十万个为什么》(自然分册)《中国青少年百科全书》(自然分册)等。(设计意图：从而到达了课外延伸的目的，培养了学生搜集处理信息的才能。)5、巧设疑点接着我让学生完成一组练习〔课件〕，在学生答复1900年能被4整除是闰年时，我告诉他你判断是错误的，这时学消费生了认知上的矛盾，开场和老师争论起来。这时我出示1900年二月月历卡求证，1900年二月确实只有28天，这样一个巧妙的矛盾设置，瞬间调动了学生强烈的求知欲。然后我让数学博士带着同学们去理解原因。〔课件〕通过数学博士点拨，让学生认识到1900年确实不是闰年。〔贴纸条：公历年份是整百年的，除以400能整除的才是闰年。〕这一小练习是为了让学生稳固判断整百年是平年还是闰年而设计的。(设计意图：在这一环节中，通过激发学生的好奇心，适当的质疑给学生思维上的振憾，同时尊重学生的自我发现)〔三〕精心设练，乐中务实。为了稳固与开展前面的新知，按照新课标理念和循序渐进的原那么，我在这个环节里分三个层次进展练习设计。第一个层次是根本练习：1、一年中有〔〕个月，其中大月有〔〕个，小月有〔〕个。2、8月1日的前一天是〔〕月〔〕日。6月30日的后一天是〔〕月〔〕日。3、5月的最后一天是〔〕日。11月的最后一天是〔〕日。4、4月和5月共〔〕天。〔本次的练习面向全体学生，有利于学生对根本知识的稳固。〕第二个层次是深化练习：小冬满16岁的时候，只过了4个生日。他的生日是月日。这年是平年还是闰年？〔这次的练习可有效地打破本节课的难点。〕第三个层次是拓展练习：1992年2月13日是小红的第十五个生日，这一年爷爷再过几天，才过第十五个生日。1、爷爷的生日是〔〕月〔〕日。2、爷爷这一年是〔〕岁。3、爷爷过第十七个生日时是〔〕岁。〔设计意图：这个练习的设计，具有一定的挑战性，可有效培养学生的创新思维。不同层次的作业设计，也有利于不同层面学生的知识掌握。〕〔四〕畅谈感受，交流收获牐牨咀拧靶】翁茫大社会”的教育理念，本节课的总结将采取学生自我评价、自我教育、自我反思的方式进展，并引导学生谈一谈应该如何对待时间，对学生进展惜时教育。〔五〕课后作业：搜集年、月、日方面的知识及一些重大历史事件，和你的好朋友一起办一份内容丰富、设计精巧的手抄报。〔设计意图：本作业具有较强的开放性和实用性，从而培养学生的应用意识，并启发他们要学会珍惜美妙的光阴，更加努力学习，将来把我们的祖国建立得更美妙。〕〔五〕说板书设计本节课的板书设计和教学思路和谐统一，简明突出了本课的知识点，看上去一目了然，使学生记忆更为深化。年月日一年12个月〔一、三、五、七、八、十、十二〕大月31天〔四、六、九、十一〕小月30天平年〔365天〕2月28天闰年〔366天〕2月29天公历年份除以4，能整除的一般是闰年。公历年份是整百年的，能整除400的才是闰年。人教版三年级数学说课稿篇四�����������ꡢ�â¡ï¿½ï¿½õ¡ï¿½ï¿½ï¿½ï¿½ë½ì°ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð¡ñ§ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½äµï¿½ôªï¿½ï¿½öªê¶ï¿½ï¿½ï¿½ý¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ì²ä·ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê±ï¿½äµ¥î»ï¿½ç½ï¿½îªï¿½ï¿½ï¿½ï¿½ä¼ï¿½ï¿½ãµ¥î»ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ç°ï¿½ï¿½ï¿½ñ¾ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð¡ê±ï¿½ï¿½ï¿½ö¡ï¿½ï¿½ë£¬ï¿½ï¿½ï¿½ï¿½ï¿½õ³ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¡¢ï¿½â¡ï¿½ï¿½õ·ï¿½ï¿½ï¿½ä¸ï¿½ï¿½ô¾ï¿½ï¿½é¡£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ú´ë»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½û²ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¶ê±ï¿½äµ¥î»ï¿½ê¡¢ï¿½â¡ï¿½ï¿½ï¿½ï¿½ô¼ï¿½ï¿½à»¥ï¿½ï¿½ïµï¿½ï¿½ï¿½ï¿½ï¿½ü´ï¿½ï¿½â¡ï¿½ð¡ï¿½â¡ï¿½æ½ï¿½ê¡¢ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð¶ï·ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ì²ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½öªê¶ï¿½ä³ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½êµï¿½ï¿½ï¿½ï¿½ï¿½ï£ï¿½ï¿½ï¿½öªê¶ï¿½ô¡ï¿½è¤î¶ï¿½ô¡ï¿½ì½ï¿½ï¿½ï¿½ï¿½îªò»ï¿½å¡£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ä¿ï¿½ê£ºï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½â¿î±ï¿½ï¿½ï¿½ï¿½î£¬ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½öªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½æ¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä½ï¿½ñ§ä¿ï¿½ê£ºï¿½ï¿½ï¿½ï¿½ï¿½ï¿½1��öªê¶ï¿½ë¼¼ï¿½ü£ï¿½ï¿½ï¿½ê¶ê±ï¿½äµ¥î»ï¿½ê¡¢ï¿½â¡ï¿½ï¿½õ£ï¿½öªï¿½ï¿½ï¿½ï¿½ï¿½â¡ï¿½ð¡ï¿½â£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð¶ï¿½æ½ï¿½ê¡¢ï¿½ï¿½ï¿½ê¡£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½2�������뷽������ñ§ï¿½ï¿½ï¿½ú¹û²ì¡¢ï¿½ï¿½ï¿½ö¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ûµï¿½ò»ïµï¿½ð»î¶¯ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½õ¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¢ï¿½í½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ù½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ñ§ë¼î¬ï¿½ä·ï¿½õ¹ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½3����ð½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½öµï¿½û£ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ú»î¶¯ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½è¤ï¿½ï¿½ï¿½ô¾ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï§ê±ï¿½ï¿½äºï¿½ï°ï¿½ß¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½øµã£ºï¿½ï¿½ê¶ï¿½ê¡¢ï¿½â¡ï¿½ï¿½õ£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½çµï¿½ï¿½à»¥ï¿½ï¿½ïµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ñµã£ºï¿½ï¿½ï¿½ï¿½æ½ï¿½ê¡¢ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð¶ï·ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§×¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã½ï¿½ï¿½î¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½æ¬ï¿½ï¿½ï¿½ï¿½ï¿½ñ¡¢¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½è¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½â¿î±ï¿½ï¿½ï¿½ö¸ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¦ï¿½ï¿½ñ§ï°ï¿½ï¿½ï¿½ï¿½ö¯ï¿½ß¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ß¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ß£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½î£¬ï¿½ï¿½ï¿½ï¿½ñ­ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ì½ï¿½ï¿½ï¿½åµï¿½ô­ï¿½ï¿½ï¿½ú½ï¿½ñ§ï¿½ð£ï¿½ï¿½ò¾ï¿½ï¿½ï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