只有一个地球教案教学反思(14篇)

第页共页只有一个地球教案教学反思(14篇)只有一个地球教案教学反思篇一在讲地球的美丽和渺小时，作者把地球比作一叶扁舟，我选择“扁舟”一词作为训练点进展教学。我首先向学生发问：“把地球比作扁舟说明了什么？”学生几乎异口同声地答复：“说明了地球的小！”这个比喻的作用真的仅此而已吗？此时，我让学生进一步想想这个比喻与先前接触过的比喻有何异同？我们在打比方时，要求本体和喻体有相似之处，比喻得要贴切、恰当，而地球和扁舟除了有“小”这个共同点之外，似乎再也找不出相似之处，这个比喻恰当吗？学消费生了疑问，为什么不用米粒和皮球来比喻地球和茫茫宇宙，为什么此处比喻忽略了本体和喻体的形似？是作者的失误吗？这样，学生陷入沉思：“扁舟”更巧妙地寓意何在？通过及时的点拨，学生不难体会其巧妙的寓意：地球像一叶小舟行驶在茫茫宇宙中，假如人类在这“生命之舟”上任意破坏，后果那么不堪设想。地球这个生命之舟将不复存在，而人类就更无处容身了。从“扁舟”这个词中，我们不难看出地球的“飘摇不定”，从中体会出了地球的容易破碎。因此人类更应精心保护地球，才是这个比喻地精妙之处。对这一词语的深化领悟无疑为课文中心的理解奠定了坚实的根底。可见，作者的用词用语是经过了精心的考虑的，是处处表达了课文的主题思想的。只有一个地球教案教学反思篇二�������ü£ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï°ï¿½ë¡ï¿½ö»ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½î£ï¿½ï¿½ï¿½ï¿½ï¿½ò»æªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï§ï¿½ï¿½ô´ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½â¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ú½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð¡ê±ï¿½ï¿½ï¿½ï¿½ï¿½ß°ñµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò»ò¶ï¿½ï¿½ï¿½û£ï¿½ï¿½ï¿½ñ¡ï¿½ñ¡°±ï¿½ï¿½û¡ï¿½ò»ï¿½ï¿½ï¿½ï¿½îªñµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ê£ï¿½ï¿½ï¿½ï¿½ñµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ëµï¿½ï¿½ï¿½ï¿½ê²ã´ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½í¬ï¿½ï¿½ï¿½ø»ø´ð£º¡ï¿½ëµï¿½ï¿½ï¿½ëµï¿½ï¿½ï¿½ï¿½ð¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä½ï¿½ï¿½ë¶ï¿½ï¿½ï¿½ï¿½ð£¿´ï¿½ê±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ç°ï¿½ó´ï¿½ï¿½ï¿½ï¿½ä±ï¿½ï¿½ï¿½ï¿½ðºï¿½ï¿½ï¿½í¬ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ú´ï¿½è·ï¿½ê±ï¿½ï¿½òªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ö®ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½òªï¿½ï¿½ï¿½ð¡ï¿½ç¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½í±ï¿½ï¿½û³ï¿½ï¿½ï¿½ï¿½ð¡ï¿½ð¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½í¬ï¿½ï¿½ö®ï¿½â£¬ï¿½æºï¿½ï¿½ï¿½ò²ï¿½ò²ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ö®ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ç¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê£ï¿½îªê²ã´ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½æ¤ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã£ã£ï¿½ï¿½ï¿½æ£¬îªê²ã´ï¿½ë´ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½æ£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ßµï¿½ê§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½û¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ô¢ï¿½ï¿½ï¿½ï¿½ú£ï¿½ï¿½ï¿½ï¿½ï¿½í¨ï¿½ï¿½ï¿½ï¿½ê±ï¿½äµã²¦ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ô¢ï¿½â£ºï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò»ò¶ð¡ï¿½ï¿½ï¿½ï¿½ê»ï¿½ï¿½ã£ã£ï¿½ï¿½ï¿½ï¿½ï¿½ð£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½â¡°ï¿½ï¿½ï¿½ï¿½ö®ï¿½û¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½æ»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò²»¿ï¿½ï¿½ï¿½ï¿½ë¡£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ö®ï¿½û½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ú£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½í¸ï¿½ï¿½þ´ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë¡ï¿½ï¿½ó¡ï¿½ï¿½ï¿½ï¿½û¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð£ï¿½ï¿½ï¿½ï¿½ç²ï¿½ï¿½ñ¿ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä¡ï¿½æ®ò¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ëµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½é¡£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ó¦ï¿½ï¿½ï¿½ä±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò£¬²ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ø¾ï¿½ï¿½ï¿½ö®ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½îªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½äµï¿½ï¿½ï¿½ï¿½ï¿½ì¶¨ï¿½ë¼ï¿½êµï¿½ä»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½é¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ßµï¿½ï¿½ã´ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ç¾ï¿½ï¿½ï¿½ï¿½ë¾ï¿½ï¿½äµä¿ï¿½ï¿½çµä£ï¿½ï¿½ç´ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë¿ï¿½ï¿½äµï¿½ï¿½ï¿½ï¿½ï¿½ë¼ï¿½ï¿½ä¡ï¿½只有一个地球教案教学反思篇三这节课我准备了很久，他是六年级上册书中第一篇说明文，所以一定要上好。幸好在此课之前，我专门讲了关于说明方法方面的知识，学生掌握的还不错，我认为这一步设计的很有必要。今天把课上下来，回来躺在床上回味起自己的教学过程，还真想出来东西来。这节课是第一课时，主要是生字词，理解段落大意及构造，总揽全文，弄清主题“只有一个地球”，当我问到同学们“为什么只有一个地球”时，学生根本只答复出一点“人类无法移居”。“自然资有限”却怎么也找不到。备课时我认为这一点是简单的便没有做较多的考虑，一时便不知道怎样去引导，于是情急之下就直接说出了答案。回来之后想了想，应该这样去引导：“人类为什么会有移居其他地球的想法？”生：“那是应为地球无法生存了。”师：“为什么地球上无法生存了？”生“地球上的资枯竭了。”师：“为什么会枯竭呢？”生：“应为地球上的资是有限的。”顺其自然的就引导出来了，当时怎么就没想到呢？又让学生少了一次考虑的时机。从这件事中我得到一个经历教训：不可高估学生，备课时备学生是很重要的。另外，课堂应变才能也要加强，这些都需要我们在课下踏踏实实的钻研教材，吃透教材。只有一个地球教案教学反思篇四������ú¿ï¿½ï¿½ï¿½×¼ï¿½ï¿½ï¿½ëºü¾ã£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¼¶ï¿½ï²ï¿½ï¿½ï¿½ï¿½ðµï¿½ò»æªëµï¿½ï¿½ï¿½ä£ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½òªï¿½ïºã¡ï¿½ï¿½òºï¿½ï¿½ú´ë¿ï¿½ö®ç°ï¿½ï¿½ï¿½ï¿½×¨ï¿½å½ï¿½ï¿½ë¹ï¿½ï¿½ï¿½ëµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½öªê¶ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½õµä»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½îªï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½æµäºï¿½ï¿½ð±ï¿½òªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ¿ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ú´ï¿½ï¿½ï»ï¿½î¶ï¿½ï¿½ï¿½ô¼ï¿½ï¿½ä½ï¿½ñ§ï¿½ï¿½ï¿½ì£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ú¿ï¿½ï¿½çµï¿½ò»ï¿½ï¿½ê±ï¿½ï¿½ï¿½ï¿½òªï¿½ï¿½ï¿½ï¿½ï¿½ö´ê£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½â¼°ï¿½á¹¹ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½è«ï¿½ä£ï¿½åªï¿½ï¿½ï¿½ï¿½ï¿½â¡°ö»ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½ò¡±£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½êµï¿½í¬ñ§ï¿½ç¡ï¿½îªê²ã´ö»ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê±ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ö»ï¿½ø´ï¿½ï¿½ò»ï¿½ã¡°ï¿½ï¿½ï¿½ï¿½ï¿½þ·ï¿½ï¿½æ¾ó¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½è»ï¿½ï¿½ô´ï¿½ï¿½ï¿½þ¡ï¿½è´ï¿½ï¿½ã´ò²ï¿½ò²ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê±ï¿½ï¿½ï¿½ï¿½îªï¿½ï¿½ò»ï¿½ï¿½ï¿½ç¼òµ¥µä±ï¿½ã»ï¿½ï¿½ï¿½ï¿½ï¿½ï¶ï¿½ä¿ï¿½ï¿½ç£ï¿½ò»ê±ï¿½ã²»öªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½è¥ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½é¼±ö®ï¿½â¾ï¿½ö±ï¿½ï¿½ëµï¿½ï¿½ï¿½ë´ð°¸¡ï¿½ï¿½ï¿½ï¿½ï¿½ö®ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë£¬ó¦ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½è¥ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½îªê²ã´ï¿½ï¿½ï¿½ï¿½ï¿½æ¾ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë·¨ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ó¦îªï¿½ï¿½ï¿½ï¿½ï¿½þ·ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¦ï¿½ï¿½ï¿½ï¿½îªê²ã´ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½þ·ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ïµï¿½ï¿½ï¿½ô´ï¿½ý½ï¿½ï¿½ë¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¦ï¿½ï¿½ï¿½ï¿½îªê²ã´ï¿½ï¿½ý½ï¿½ï¿½ø£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ó¦îªï¿½ï¿½ï¿½ï¿½ï¿½ïµï¿½ï¿½ï¿½ô´ï¿½ï¿½ï¿½ï¿½ï¿½þµä¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë³ï¿½ï¿½ï¿½ï¿½è»ï¿½ä¾ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë£ï¿½ï¿½ï¿½ê±ï¿½ï¿½ã´ï¿½ï¿½ã»ï¿½ëµ½ï¿½ø£ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½ë¼ï¿½ï¿½ï¿½ä»ï¿½ï¿½á¡£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½òµãµï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñµï¿½ï¿½ï¿½ï¿½ï¿½é¸ß¹ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê±ï¿½ï¿½ñ§ï¿½ï¿½ï¿½çºï¿½ï¿½ï¿½òªï¿½ä¡ï¿½ï¿½ï¿½ï¿½â£¬ï¿½ï¿½ï¿½ï¿½ó¦ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò²òªï¿½ï¿½ç¿ï¿½ï¿½ï¿½ï¿½ð©ï¿½ï¿½ï¿½ï¿½òªï¿½ï¿½ï¿½ï¿½ï¿½ú¿ï¿½ï¿½ï¿½ì¤ì¤êµêµï¿½ï¿½ï¿½ï¿½ï¿½ð½ì²ä£ï¿½ï¿½ï¿½í¸ï¿½ì²ä¡ï¿½只有一个地球教案教学反思篇五执教本课时，我先用课件出示宇航员在太空拍摄的地球图片，使学生初步感受地球的得意。紧接我让学生接龙读课文后再谈谈对地球的理解又增加了哪些。其次我引用宇航员的话引出得意，让学生围绕得意一词从文中找出描写地球得意的语句或段落，指导学生感情朗读，谈体会等。然后同多课件和深化读文，感受地球是易碎的。最后引导学生写环保宣传语激发学生保护地球情感。这样既让学生理解了课文内容，又培养了学生自主探究才能、审美才能和语言表达才能，更重要的是培养了学生热爱地球、保护地球的情感。回忆这节课的教学过程，我觉得有几个地方值得反思，现就反思。1、教学中我利用课文题目中的“地球”一词组织教学，让学生逐步加深对地球的理解，感受地球的得意，并且让学生自主读书、联络课文深化考虑，为学生创造了一个宽松、自由与文本对话的空间。2、能充分利用现代信息技术，有效打破重难点，进步课堂教学效果。如为了使学生感受地球的得意及与人类的关系，我出示宇宙中看见的地球图片，使学生对地球的感情油然而生。这一节课的教学，也还有很多缺乏。1、学生自主阅读，自主感悟，合作探究的时间不够充足。学生理解课文第二段时，学生的理解面较窄，没有联络生活来理解。2、有感情地朗读课文训练不到位。由于学生对地球理解不够，朗读课文不能融入到情境中去，课文朗读缺乏美感。对于教学中的缺乏之处，我今后将努力改正，并将对教学继续探究、完善。只有一个地球教案教学反思篇六����ö´ï¿½ì±ï¿½ï¿½ï¿½ê±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã¿î¼ï¿½ï¿½ï¿½ê¾ï¿½îº½ô±ï¿½ï¿½ì«ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½äµï¿½ï¿½ï¿½í¼æ¬ï¿½ï¿½ê¹ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½üµï¿½ï¿½ï¿½ä¿é°ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½äºï¿½ï¿½ï¿½ì¸ì¸ï¿½ôµï¿½ï¿½ï¿½ï¿½ï¿½ë½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð©ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½îº½ô±ï¿½ä»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½é°ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½î§ï¿½æ¿é°ï¿½ò»ï¿½ê´ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò³ï¿½ï¿½ï¿½ð´ï¿½ï¿½ï¿½ï¿½é°ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä£¬ö¸ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¶ï¿½ï¿½ï¿½ì¸ï¿½ï¿½ï¿½è¡ï¿½è»ï¿½ï¿½í¬ï¿½ï¿½î¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä£ï¿½ï¿½ï¿½ï¿½üµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ð´ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¼¤ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë¿ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ý£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ì½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ô±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½òªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½è°ï¿½ï¿½ï¿½ï¿½ò¡¢±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ø¹ï¿½ï¿½ï¿½ú¿îµä½ï¿½ñ§ï¿½ï¿½ï¿½ì£ï¿½ï¿½ò¾ï¿½ï¿½ï¿½ï¿½ð¼ï¿½ï¿½ï¿½ï¿½ø·ï¿½öµï¿½ã·ï¿½ë¼ï¿½ï¿½ï¿½ö¾í·ï¿½ë¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½1����ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã¿ï¿½ï¿½ï¿½ï¿½ï¿½ä¿ï¿½ðµä¡ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ö¯ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ð²½¼ï¿½ï¿½ï¿½ôµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½â£¬ï¿½ï¿½ï¿½üµï¿½ï¿½ï¿½ä¿é°ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½é¡¢ï¿½ï¿½ïµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë¼ï¿½ï¿½ï¿½ï¿½îªñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½é¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä±ï¿½ï¿½ô»ï¿½ï¿½ä¿õ¼ä¡£ï¿½ï¿½ï¿½ï¿½2���ü³ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ö´ï¿½ï¿½ï¿½ï¢ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð§í»ï¿½ï¿½ï¿½ï¿½ï¿½ñµã£¬ï¿½ï¿½ß¿ï¿½ï¿½ã½ï¿½ñ§ð§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½îªï¿½ï¿½ê¹ñ§ï¿½ï¿½ï¿½ï¿½ï¿½üµï¿½ï¿½ï¿½ä¿é°ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä¹ï¿½ïµï¿½ï¿½ï¿½ò³ï¿½ê¾ï¿½ï¿½ï¿½ï¿½ï¿½ð¿ï¿½ï¿½ï¿½ï¿½äµï¿½ï¿½ï¿½í¼æ¬ï¿½ï¿½ê¹ñ§ï¿½ï¿½ï¿½ôµï¿½ï¿½ï¿½ä¸ï¿½ï¿½ï¿½ï¿½ï¿½è»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½ú¿îµä½ï¿½ñ§ï¿½ï¿½ò²ï¿½ï¿½ï¿½ðºü¶à²»ï¿½ã¡£ï¿½ï¿½ï¿½ï¿½1��ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò£¬ºï¿½ï¿½ï¿½ì½ï¿½ï¿½ï¿½ï¿½ê±ï¿½ä²»ï¿½ï¿½ï¿½ï¿½ï¿½ã¡£ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½äµú¶ï¿½ï¿½ï¿½ê±ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½õ­ï¿½ï¿½ã»ï¿½ï¿½ï¿½ï¿½ïµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½â¡£ï¿½ï¿½ï¿½ï¿½2���ð¸ï¿½ï¿½ï¿½ï¿½ï¿½ê¶ï¿½ï¿½ï¿½ï¿½ï¿½ñµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½î»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ôµï¿½ï¿½ï¿½ï¿½ë½â²»ï¿½ï¿½ï¿½ï¿½ï¿½ê¶ï¿½ï¿½ï¿½ï¿½ä²ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ëµ½ï¿½é¾³ï¿½ï¿½è¥ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¶ï¿½è±ï¿½ï¿½ï¿½ï¿½ï¿½ð¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ú½ï¿½ñ§ï¿½ðµä²ï¿½ï¿½ï¿½ö®ï¿½ï¿½ï¿½ï¿½ï¿½ò½ï¿½ï¿½å¬ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ô½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ì½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½æ¡ï¿½只有一个地球教案教学反思篇七《只有一个地球》是第四单元的一篇科学小品文。本单元的主题是“珍惜资，保护环境”。本文通过列举说明了只有一个地球的事实，这虽然只是科学小品文，可却洋溢着作者滚烫的情感，为地球的现状而沉痛，为地球的命运而担忧，为地球的遭遇而愤慨，为地球的前途而呐喊。教学时，我先组织学生交流课前搜集的有关宇宙与地球的资料，让学生通过资料去充分理解地球。接着，让学生在初读课文的根底上，弄清课文围绕地球写了哪几个方面的内容？然后让学生围绕课文内容充分质疑，再引导学生带着问题去自主阅读，自主探究，在读中感悟，在议中交流。详细步骤如下：本文列举了“地球的资是有限的，人类的活动范围很小，地球被破坏没有其它星球可去”。这三个方面，说明只有一个地球的事实。教学中，我引导学生抓住“只有、本来、至少”等重点词语，通过指名读、分开读、齐读等多种形式的朗读，使学生深化理解教材，感受只有一个地球的事实，从而感受到保护地球生态环境的意义。本文是一篇教育意义很强的课文。在教学中，我先让学生在自学中自悟，写下自己读文后的感受。然后深化教学，充分利用资料等资，在感悟中牢牢把握住课文的情感线，使学生的心随着课文内容的深化越收越紧，越来越沉重，最后，发自内心地呼喊出：“我们只有一个地球，我们要精心保护地球。”本文的说明方法有：列数字、举例子、作比拟、打比方、引用。这些说明方法的运用，更有效地突出了课文的重点内容。教学中，我通过说明方法让学生感受到它们的作用。如，第六自然段，引用了科学家的研究成果：至少在以地球为中心的40万亿千米的范围内，没有合适人类居住的第二个星球。四十亿千米，对于学生来说是一个天文数字，他们并不知道，四十亿千米到底是多大。于是，我借助以前学过的课文《太阳》，它告诉我们太阳离地球是1。5亿千米，坐飞机去的话大约要二十几年，这样一估算，40万亿公里坐飞机得五六百万年才能到达，这样就使学生一下子明白，即使在40万亿千米以外的地方有合适人类居住的第二个星球，我们也是无法到达的。1、学生自主阅读，自主感悟，合作探究的时间不够充足。2、有感情地朗读课文，训练还不够到位。3、对于这篇科学小品文语言的严谨、用词的准确体会不够到位。对于教学中的缺乏之处，我今后将继续努力去探究、完善。只有一个地球教案教学反思篇八������ö»ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½çµï¿½ï¿½äµï¿½ôªï¿½ï¿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心，课堂气氛融洽，孩子们表现得主动积极。当然，在本课教学中也有许多需要可加以改良的地方。1、有感情地朗读课文训练还不够。指导学生朗读这类作品，除了同朗读叙事性作品一样要注入自己的感情以外，还要注意行文的严谨，表达出这类作品的逻辑力量。如，“不错，科学家们提出了许多设想，例如，在火星或者月球上建造移民基地。但是，这些设想即使能实现，又有多少人可以去居住呢？”这段话还应通过朗读训练来加深学生对课文的理解，如：“但是”之前为一个层次，可用较平直的语调，把“设想”读得稍重一点，以强调这仅仅是设想；“但是”要强调，以引起人们注意“但是”之后的内容，“即使”可强调，使人们感到，这种设想能否实现还是未知数，“又有多少人”稍加强调，以便使人们意识到，即使在火星或月球上建造了移民基地，能去居住的也只是极少数人。虽然学生理解了句子的意思，但却未能读出其中的味道。2、文章中语言的严谨、用词的准确体会不够到位。如：“本来”、“至少”等词语的运用表达了说明文语言严谨的特点。教学中应引导学生认真地加以体会。但是，教学过程中，由于时间紧，没有很好地引导学生体会。总之，这节课给我带来的考虑还有很多很多，这次上课的经历积累，也鼓励着我在将来的教学中不断探究，努力构建生态高效课堂。只有一个地球教案教学反思篇十《只有一个地球》是人教版六年级上册第四单元的一篇科学小品文。本单元的主题是“珍惜资，保护环境”。课文先从宇航员在太空遥望地球所看到的景象写起，引出了对地球的介绍；接着从地球在宇宙中的渺小、地球所拥有的自然资有限而又被不加节制地开采或随意毁坏等方面，说明地球面临着资枯竭的威胁；然后用科学家研究的成果证明，当地球资枯竭时，人类目前无法移居到第二个合适的星球上；最后告诉读者：人类应该精心保护地球。课文采用了多种说明方法，科学地介绍了地球的多方面知识，有力地说明了“只有一个地球”的事实。用词严谨，表达生动，是本文语言的主要特点。根据单元教学目的确定本课的教学重点是通过深化文本、联络实际，明白人类的生存“只有一个地球”这样一个事实，懂得要珍惜资、保护地球的`生态环境。本文虽然只是科学小品文，可却洋溢着作者滚烫的情感，为地球的现状而沉痛，为地球的命运而担忧，为地球的遭遇而愤慨，为地球的前途而呐喊。教学的难点是：引导学生在阅读中体会说明文用词的准确、严谨，领悟文章的说明方法。基于学生的年龄特点，他们对宇宙与地球感性认识很粗浅，而对文章内容没有一个很深的理解是很难在情感上与作者产生共鸣的，学习时体会也不会深化。因此，我首先组织学生在课前搜集阅读有关宇宙与地球的有关书籍资料，让学生通过资料去充分地感受，并在第一课时进展交流，让学生对我们唯一的家园──地球有了较多的理解，对学习课文也产生了浓重的兴趣。因为是第二课时的授课，所以设计的第一个环节便是回忆旧知，整体感知。一开场我首先通过“课文内容我会填”这个环节请学生回忆了上节课所学的内容，并通过归纳概括“课文写了关于地球哪几个方面的内容?”这一问题来对课文内容进展再一次地梳理。在品读课文环节，那么通过宇航员发出感慨中“得意”与“易碎”这两个提纲挈领的【关键词】：^p来深化地来学习课文内容，体会语言的准确性，感悟文章的情感。一、能充分利用现代信息技术，有效的打破难点，进步课堂教学效率。如：让学生体会地球的美丽、渺小时，在学生读了句子有了理性的认识后，再辅以课件演示，就更加形象地展示了地球的美丽、渺小，使学生对地球妈妈的感性认识更加丰富生动，这时再次读文，理解和朗读就比拟到位了。二、在学生充分理解了课文内容的根底上，我利用现代信息技术适时的补充有关图片资料：人类怎样破坏自然资以及由此造成的生态灾难。这使学生心灵上受到了震撼，加深了对文章的感悟。接着我又出示了一组文字资料：地球资的现状及给人类带来的危害。这更让学生深深地感悟到宇航员发出“我们这个地球太得意了，同时又太容易破碎了！”的感慨的意义了。进而组织学生讨论，拓展延伸，人类的出路何在？你看了这些后有什么想对人类〔地球妈妈、自己〕说的话语吗？并结合自己的生活实际谈谈该怎样保护地球。通过抓住课文重点词句的理解，使学生在情感上和作者产生共鸣，因此“人类只有一个地球，必须精心保护地球！”终于成了所有学生的呼声。三、在第二个教学环节中，我先让学生在充分质疑的根底上，自主读书，边读边划，联络课文，深化考虑。我根据教材特点，采用了变序教学的方法，首先抓住遨游太空的宇航员为什么会发出“我们这个地球太得意了，同时又太容易破碎了！”的感慨？这一问题直奔主题，再辐射全文，防止了琐碎的、按部就班地讲解课文。同时也突出了文章的重难点。一、有感情地朗读课文，训练还不够。指导学生朗读这类作品，除了同朗读叙事性作品一样要注入自己的感情以外，还要注意行文的严谨，表达出这类作品的逻辑力量。二、学生自主阅读，自主感悟，合作探究的时间不够充足。比方对于生态灾难的理解，交流的就不够充分，这一点应该向丁老师学习，给学生充分交流的时间来展示。三、文章中语言的严谨、用词的准确体会不够到位。如：“本来”、“至少”等词语的运用表达了说明文语言严谨的特点。课后，我想与其用讲解、换词的方法，还不如先引导学生用“本来、至少”等词造句，再来讲句子的意思，也许学生的体会就比拟深化。只有一个地球教案教学反思篇十一�����ú½ï¿½ñ§ï¿½ï¿½ö»ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½ê±ï¿½ï¿½ï¿½ò¾ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½â½ï¿½ñ§ï¿½ï¿½ï¿½è£ºï¿½ù¶ï¿½ï¿½ï¿½ï¿½ä£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½öªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ý£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ô¼ï¿½ï²ï¿½ï¿½ï¿½ä·ï¿½ê½ï¿½ï¿½ï¿½ï¿½ï¿½ô¼ï¿½ï¿½ï¿½ï²ï¿½ï¿½ï¿½ä¶ï¿½ï¿½ä£»ï¿½ï¿½ï¿½å½»ï¿½ï¿½ñ§ï°ï¿½äµã£ï¿½ï¿½ï¿½ê¦×¥×¡ï¿½øµã£¬ï¿½ï¿½ê±ï¿½ï¿½ï¿½ôµã²¦ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½í»ï¿½ï¿½ï¿½ñµã¡£ï¿½ï¿½è»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ú±ï¿½ï¿½ú¿ï¿½ï¿½ï¿½å¬ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½âµä½ï¿½ñ§ï¿½ï¿½ï¿½î£¬ï¿½ï¿½ï¿½ç£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ó½ï¿½ñ§ï¿½ï¿½æ£ï¿½ï¿½ï¿½ï¿½ü¾ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ëµï¿½ê²ã´ï¿½ï¿½ï¿½ï¿½ë£ï¿½ï¿½ï¿½ï¿½ðµï¿½ï¿½ï¿½ï¿½ü²ï¿½ï¿½ã¡£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä«ï¿½ç³ï¿½ï¿½ï¿½ö®ï¿½ï¿½ï¿½ï¿½å¬ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½î£ºï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð£ï¿½ï¿½ò²ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë£ï¿½è«ï¿½ï¿½ï¿½äµï¿½ï¿½ï¿½ï¿½ëµ½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ð¼ï¿½è¥ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ò»ï¿½ï¿½î¶¯ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½äµ±ï¿½ï¿½ò»ï¿½ï¿½æ½ï¿½èµäºï¿½ï¿½ï¿½ï¿½ß£ï¿½ñ§ï¿½ï¿½ñ§ï°ï¿½î¶¯ï¿½ä²ï¿½ï¿½ï¿½ï¿½ß£ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ò»ï¿½ð¹²½ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½ö¡ï¿½ï¿½ï¿½ð³ï¿½ï¿½ï¿½ï¿½õ¹ï¿½ä¿ï¿½ï¿½ã·ï¿½î§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ö´ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½òªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¶ï¿½ï¿½ï¿½ó£ï¿½ï¿½ï¿½ï¿½ï¿½ã¿ï¿½ï¿½ï¿½ï¿½ê¦ï¿½ï¿½ï¿½ï¿½ï¿½×µäµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ç£ï¿½ï¿½ú¿ï¿½ï¿½ï¿½ï¿½ï£ï¿½ï¿½ï¿½ê¦ï¿½ü²ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¶ã¿ò»ï¿½ï¿½ï¿½ï¿½ï¿½ó£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½öµï¿½ï¿½ï¿½ï¿½ï¿½ûµä¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï£ï¿½ï¿½ï¿½í¨ï¿½ï¿½ï¿½ï¿½ï¿½ðµï¿½î¢ð¦ï¿½ï¿½ï¿½ï¿½ïµä¹ï¿½ï¿½ï¿½å¬ï¿½ï¿½ï¿½ï¿½ã¿ò»ï¿½ï¿½ï¿½ï¿½ï¿½ó¶ï¿½ï¿½ï¿½ï¿½ëµ½ï¿½ï¿½ï¿½ï¿½ï¿½ð£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ëºï¿½ï¿½óµä½ï¿½è¡ï¿½ä¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ç±ï¿½ï¿½öµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï³ï¿½ï¿½ï¿½ï¿½ë¾ï¿½ï¿½êµä³ï¿½ï¿½æ¡£ï¿½ï¿½ï¿½ï¿½ê¦ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð¡ï¿½ï¿½ê¦ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï°ï¿½ú£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½è»ï¿½î£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð£¿¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½í¬ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò»é²ï¿½ç¼ä£¬ï¿½òµï¿½ï¿½ä³ï¿½ó¯ï¿½ï¿½ï¿½þ±èµï¿½ï²ï¿½ã£ï¿½ï¿½â²»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò»ö±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ãºï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä¿ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ëµï¿½ò»ï¿½ï¿½æ¯ï¿½ï¿½ï¿½ä»ø´ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï²ï¿½ãµø´ï¿½ó¦ï¿½ë¡ï¿½ï¿½ï¿½ð¡ï¿½ï¿½ï¿½ï¿½ê¦ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¶ï¿½ï¿½å¡ï¿½ï¿½ï¿½ï¿½ýµø½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ô¼ï¿½ï¿½ä¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½åµø½ï¿½ï¿½ï¿½ï¿½ï¿½í¬ñ§ï¿½çµï¿½ï¿½ï¿½õ½ï¿½ï¿½ù²è»ò»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ä¡ï¿½ð¡ï¿½ï¿½ê¦ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½í¬ñ§ò²ï¿½ï¿½ï¿½ï¿½ê¾ï¿½ï¿½ï¿½ï¿½ï¿½óµ¨µï¿½ï¿½ï¿½ï¿½é¡ï¿½ï¿½ï¿½ï¿½çµä£ï¿½ï¿½ï¿½ï¿½ï¿½ê¶ï¿½ï¿½ä¿ï¿½ï¿½í¶ï¿½ï¿½ï¿½ó£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½á£¬ï¿½ï¿½ï¿½ç»á»¹ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò»æ¬ï¿½ï¿½ï¿½ê£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½×ªë²ï¿½ï¿½ï¿½å£ï¿½ï¿½ï¿½ï¿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