说课稿幼儿园(16篇)

第页共页说课稿幼儿园(16篇)说课稿幼儿园篇一学前班的幼儿思维已经开场从详细形象思维向抽象逻辑思维转变了。猜谜语是幼儿喜欢的一种智力游戏，猜谜可以开发幼儿的逻辑思维才能和语言表达才能。《买水果》这个活动通过买水果这一日常生活中的行为，利用猜谜语的方式，让幼儿在兴趣活动中学习到知识。活动目的是教学活动的起点和归宿，对教育活动起导向作用。《纲要》语言领域中指出：开展幼儿语言的关键是创设一个让他们想说，敢说，喜欢说的环境。在新《纲要》中，活动教育提出了"幼儿园的教育活动，应以老师带着幼儿共同创设适应幼儿年龄特点的，丰富多彩的，引导幼儿在轻松愉快的心理气氛中，积极主动地去体验，理论、创造，促进幼儿身心和谐开展的一种教育活动。"因此，在整个活动中都以幼儿的自主参与活动为主，老师在活动中起一个引导者和支持者的作用，和孩子共同感受活动，因此，我从认知、才能和情感三方面设定了本次活动的目的。1.认知上：知道生活中常见水果的特征，并能用完好的语言描绘。2.才能上：擅长观察周围事物，会创编简单的谜语。3.情感上：喜欢开动脑筋，愿意参加猜谜语活动。根据目的，在活动中，我把引导幼儿创编谜语设为教学重点，根据学前班幼儿的语言开展情况，幼儿充分发挥联想力和创造力创编谜语设为难点。为了此次活动的组织符合幼儿的学习方式和特点，注重综合性、兴趣性、活动性的协调统一，寓教育于生活情景游戏之中，我做了以下两方面的准备：1.物质上的准备我给小朋友准备了多媒体课件《买水果》，小象、小猴、小猪的头饰，一些常见的水果(实物)，幼儿人手一份水果卡片，这是为了让幼儿更能进入到游戏角色和情境当中，2.知识的准备培训参加情景表演的幼儿：请三个小朋友分别扮演小象，小猴和小猪，教他们大声的说出各自的谜语和简单的"台词".说教法：教育心理学认为："学习者，同时开放多个感知通道，比只开放一个感知通道，能更准确有效掌握学习对象。"《纲要》强调幼儿是中心，教育活动应以幼儿的学习、兴趣，尤其是幼儿的经历来进展，在活动中老师应成为幼儿活动的支持者、合作者、引导者。根据幼儿的学习情况，本次活动我运用了情景教学法、直观教学法、游戏法、课件演示法、提问法。1、情景教学法：我尝试打破以往仅用语言表述谜语的传统形式，而是联络现实生活中买水果的情景，为幼儿创设故事情境，就仿佛置身于真实的环境当中，激发了幼儿对谜语的兴趣。这种效果是与以前仅通过语言表述的效果是完全不一样。2、直观教学法：活动的过程中，我试图采用水果实物进展教学，这样幼儿可以更加直观地说出水果的主要特征。3、互动游戏法：游戏是孩子的天性，也是幼儿活动的主要形式，在活动中，我让幼儿扮演小熊，根据小象，小猴，小猪的谜语，出示相应的水果卡片，这样不仅调动了幼儿的积极性，还增强了幼儿参与活动的兴趣。4、课件演示法：幼儿通过观看多媒体课件《买水果》，激发孩子对活动的兴趣和对事物的观察才能。5、提问法：在教学中，我采取多样性、开放性的提问方式。如："你觉得这个谜语说的是什么水果呢?为什么?苹果他是什么形状的?有什么颜色?味道怎么样?它像什么?"等这些问题既能启发幼儿的思维，又能让幼儿根据自己的生活经历表达自己的想法。引导幼儿有目的、有顺序地仔细观察、激发幼儿说的兴趣，创造幼儿想象的空间。说学法：整个活动我遵循幼儿的学习规律和年龄特点，以幼儿为主体，变过去的"要我学"为如今的"我要学",围绕目的，突出重点，克制难点。创造条件让幼儿自己参与活动，不仅进步了认识，锻炼了才能，更让幼儿体会到了成功的喜悦，本次活动我采用了谈话法、兴趣游戏法.1.谈话法：在活动中适当的问题有助于活泼幼儿的思维，有利于幼儿获得新知识和开展智力，培养幼儿的语言表达才能和较好的语言习惯。2.兴趣游戏法：陶行知老先生说："做中教，做中学，做中求进步",幼儿在游戏中，既开展了幼儿的想象力又增强了幼儿的观察才能。在活动中以激发幼儿的兴趣入手，围绕目的将多种教学形式相结合，使幼儿能始终处于积极探究的状态，为了完本钱活动的教学目的，我是这样安排的：一。激发兴趣，导入活动(2-3分钟)幼儿正处于详细形象思维占主要地位的阶段，因此我采用了直观的教学方式，不仅生动形象，还能让幼儿尽快的进入活动情境，多媒体课件显示一张水果店的图片，吸引幼儿的注意力，引出售货员小熊。师：大家看，这是什么地方?这里有哪些水果啊?让幼儿说出这些水果的名字，并告知幼儿。小熊就是这家水果店的售货员。让小朋友扮演售货员小熊，等着客人来买水果。二。观看情景表演猜谜语(10分钟)发给每个小朋友一份水果卡片，参加表演的三个幼儿分别带上头饰，提着小篮出场，自我介绍后同时告诉大家："我们是来买水果的。"小象对小熊说："我们三个要买不同的水果，但是我们不会说出那种水果的名字，要你先猜一种水果的谜语，猜对了，我们就买你的水果。"接着大象大声说出自己的谜语，请小朋友在卡片中找出对应的水果并出示，当大家出示卡片后，引导幼儿观察多媒体课件中的图片，一句句进展核对。小猴、小猪依次说后面两个谜语，指导方法和前面一样。活动中，不断启发幼儿进展推理，引导幼儿理解谜面的含义，使幼儿有兴趣，有信心自己猜出谜语。在这个游戏过程中，幼儿可以有种身临其境的感觉尽快的融入到游戏角色当中，并获得愉快的情感体验。三、幼儿创编谜语(10分钟)小朋友自己来编一个谜语回家考考爸爸妈妈。出示水果，用提问的方式引导幼儿说出它的形状、颜色、味道、功用。让幼儿摸摸它的表皮，尝尝它的味道，启发幼儿想象它像什么。在讨论每个特点的时候，鼓励幼儿用不同的语言来描绘，对编得好的幼儿给以肯定和表扬，选出编的最好的句子作为谜语的一局部记录下来，再编其他的，编完以后，教大家念这个谜语。通过以上环节，打破了充分发挥联想才能和创造力创编谜语这个难点。四。分享水果，完毕活动。(2-3分钟)五、说活动预测和反思我觉得本次活动既符合幼儿的年龄特点又符合孩子们如今的心理特点，而且也符合《纲要》中的教育要求，即激发幼儿对周围事物和环境的兴趣，开展幼儿的联想才能和思维才能。同时，我遵循了《纲要》中"幼儿园的教育活动，应以老师带着幼儿共同创设适应幼儿年龄特点的、丰富多彩的、引导幼儿在轻松愉快的心理气氛中，积极主动地去体验，理论、创造，促进幼儿身心和谐开展的一种教育活动。"的精神，让孩子在教学活动中获得了知识和情感：擅长观察周围事物，对周围的事物感兴趣，充分发挥想象力和创造力，能用完好的语言描绘常见事物。喜欢开动脑筋，积极参与活动。在这个活动过程中，师幼之间是平等的，气氛是宽松的，学习是快乐的。当然，活动中可能会出现孩子不知道用语言表达自己意思的状况，需要我发挥教学机智，及时指导。说课稿幼儿园篇二������ëµï¿½îµï¿½ï¿½ï¿½ä¿ï¿½ï¿½ñ§ç°ï¿½ï¿½ï¿½ï¿½ï¿½ô»î¶¯ï¿½ï¿½ï¿½ï¿½ë®ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½í¼ï¿½ï¿½ï¿½î¶¯ä¿ï¿½ê¡¢ï¿½î¶¯×¼ï¿½ï¿½ï¿½ï¿½ï¿½ì·ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½î¶¯ï¿½ï¿½ï¿½ï¿½ï¿½ô¼ï¿½ï¿½î¶¯ô¤ï¿½ï¿½í·ï¿½ë¼ï¿½è¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò¶ô±ï¿½ï¿½î»î¶¯ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ç°ï¿½ï¿½ï¿½ï¿½×¶ï¿½ë¼î¬ï¿½ñ¾ï¿½ï¿½ï¿½ê¼ï¿½ó¾ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë¼î¬ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ß¼ï¿½ë¼î¬×ªï¿½ï¿½ï¿½ë¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½×¶ï¿½ï²ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï·ï¿½ï¿½ï¿½ï¿½ï¿½õ¿ï¿½ï¿½ô¿ï¿½ï¿½ï¿½ï¿½×¶ï¿½ï¿½ï¿½ï¿½ß¼ï¿½ë¼î¬ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ô±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë®ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½î¶¯í¨ï¿½ï¿½ï¿½ï¿½ë®ï¿½ï¿½ï¿½ï¿½ò»ï¿½õ³ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ðµï¿½ï¿½ï¿½îªï¿½ï¿½ï¿½ï¿½ï¿½ã²ï¿½ï¿½ï¿½ï¿½ï¿½ä·ï¿½ê½ï¿½ï¿½ï¿½ï¿½ï¿½×¶ï¿½ï¿½ï¿½è¤î¶ï¿½î¶¯ï¿½ï¿½ñ§ï°ï¿½ï¿½öªê¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½î¶¯ä¿ï¿½ï¿½ï¿½ç½ï¿½ñ§ï¿½î¶¯ï¿½ï¿½ï¿½ï¿½ï¿½í¹ï¿½ï¿½þ£ï¿½ï¿½ô½ï¿½ï¿½ï¿½ï¿½î¶¯ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã¡ï¿½ï¿½ï¿½ï¿½ï¿½òªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ö¸ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½õ¹ï¿½×¶ï¿½ï¿½ï¿½ï¿½ôµä¹ø¼ï¿½ï¿½ç´ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ëµï¿½ï¿½ï¿½ï¿½ëµï¿½ï¿½ï²ï¿½ï¿½ëµï¿½ä»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½â¡ï¿½ï¿½ï¿½òªï¿½ï¿½ï¿½ð£ï¿½ï¿½î¶¯ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½"�׶�ô°ï¿½ä½ï¿½ï¿½ï¿½ï¿½î¶¯ï¿½ï¿½ó¦ï¿½ô½ï¿½ê¦ï¿½ï¿½ï¿½ï¿½ï¿½×¶ï¿½ï¿½ï¿½í¬ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ó¦ï¿½×¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½øµï¿½ä£ï¿½ï¿½á¸»ï¿½ï¿½êµä£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½×¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½î§ï¿½ð£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½è¥ï¿½ï¿½ï¿½é£¬êµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ì£¬ï¿½ù½ï¿½ï¿½×¶ï¿½ï¿½ï¿½ï¿½äºï¿½ð³ï¿½ï¿½õ¹ï¿½ï¿½ò»ï¿½ö½ï¿½ï¿½ï¿½ï¿½î¶¯ï¿½ï¿½"��ë£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½î¶¯ï¿½ð¶ï¿½ï¿½ï¿½ï¿½×¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½î¶¯îªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¦ï¿½ú»î¶¯ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ßºï¿½ö§ï¿½ï¿½ï¿½ßµï¿½ï¿½ï¿½ï¿½ã£ï¿½ï¿½íºï¿½ï¿½ó¹ï¿½í¬ï¿½ï¿½ï¿½ü»î¶¯ï¿½ï¿½ï¿½ï¿½ë£ï¿½ï¿½ò´ï¿½ï¿½ï¿½öªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½è¶¨ï¿½ë±ï¿½ï¿½î»î¶¯ï¿½ï¿½ä¿ï¿½ê¡£ï¿½ï¿½ï¿½ï¿½1.��öªï¿½ï£ï¿½öªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð³ï¿½ï¿½ï¿½ë®ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½2.�����ï£ï¿½ï¿½ï¿½ï¿½ú¹û²ï¿½ï¿½ï¿½î§ï¿½ï¿½ï¿½ï£¬ï¿½á´´ï¿½ï¿½òµ¥µï¿½ï¿½ï¿½ï¿½ï¡£ï¿½ï¿½ï¿½ï¿½3.����ï£ï¿½ï²ï¿½ï¿½ï¿½ï¿½ï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植物的蒸腾现象和蒸腾作用的意义。是植物的三大生理活动之一，并对维持生物圈中的水循环发挥着重要作用。初一学生活泼好动，对形象生动的内容，形式多样的学习很有兴趣。因此要充分挖掘教材，找出合适本节课中学生观察、探究的内容，引发学生学习的兴趣点，加深学生对相关知识的理解。本节课既有正合适学生探究的内容：蒸腾作用主要器官，又有合适学生观察的内容：制作徒手切片观察叶片的构造这一技能性实验〔既包含了显微镜的使用，又有临时装片的制作等〕，但此实验对于初一新同学来说纯熟程度要求较高，一节课同时进展，课堂容量太大，很难完成，所以我选择《课标》中，贯穿于其它九大主题的一级主题“科学探究”为本节课主要教学内容，这样既可使学生更充分的认识蒸腾作用，又保证了本节内容的完好性。为此确定本节教学目的如下：知识目的：1、描绘植物的蒸腾现象2、探究蒸腾作用的主要器官是叶3、认同绿色植物进展蒸腾作用的意义。才能目的：通过让学生探究叶的蒸腾现象，培养学生实验设计以及对现象的观察和分析^p才能，实际应用才能。情感目的：浸透生物与环境相适应以及构造与功能相适应的生物学观点；引导合作意识，初步形成保护森林的意识。重点：描绘植物的蒸腾现象；认同绿色植物进展蒸腾作用的意义。难点：实验探究植物的蒸腾作用主要器官；认同绿色植物进展蒸腾作用意义。在教学过程中，每个环节设置都是以通过让学生看到实际现象，引发学生考虑，最终解决问题为指导思想。以“水”为主线，从创设情境“如何从植物体提取到水——水是由哪个器官散失出来——水如何从植物体散失出来的——植物体能散失多少水分——散失水分的意义”逐层展开。设计了新课导入、新课学习、献计献策、课后调查等几个环节。详细操作如下：〔一〕新课导入：创设情境：假如你身在野外，怎么才能找到水？开拓学生思维，激发学生参与的热情和兴趣，播放视频：他们是如何取水的？出示模拟的实验装置，观察现象？引出本节课题：绿色植物的蒸腾作用。〔二〕新课学习：1、植物的蒸腾现象〔1〕探究：蒸腾作用的主要器官。在这一环节中，先由学生自主讨论确定实验变量，设计实验方案如何控制变量，通过展示装置，暴露学生的相异设想，让学生讲解、互评，尽可能多的时机让学生去表达，去暴露自己的潜意识，加大学生的思维容量，从缺乏中进展反思，进而能修改为较合理的实验装置，推测现象，得出结论。从而既培养了学生实验设计才能，又打破了科学探究这一难点，学生也从中体会了探究成功的乐趣。〔2〕影响蒸腾作用的因素。在学生探究热情被点燃，思维状态到达高潮时，放宽学生思想维度，“假如大家想尽快看到现象，你有什么妙招么？”引入对蒸腾因素的探究，将探究活动延伸到课下。发散学生思维。〔3〕蒸腾作用概念在学生思维已经可以充分翻开的情况下，对蒸腾现象已有了局部认识的根底上，比照几种实验装置，学生发现问题评说后，学生自然能描绘出蒸腾作用的概念两个关键点：气态、从植物体内散失，将抽象的概念详细化，突出重点，易化难点，从而达成知识目的描绘蒸腾现象。〔4〕叶片构造通过学生实验观察到菠菜叶外表出现气泡，并且反面气泡多，利用这一现象激发学生下一步的求知欲，继续想认识叶片的构造。观察叶形式图，引导学生读图、用图，并从中找到与水分散式有关的气孔、保卫细胞、叶脉，进而体会构造和功能相适应的生物学观点。〔5〕蒸腾作用的过程利用动画展示，学生描绘出蒸腾作用的过程，培养学生分析^p、概括才能。2、蒸腾作用意义由资料引发下一步考虑，有多少水分会被蒸腾出去？植物体散失水分的意义。以小组讨论的形式，进展合作学习，讨论。将学生生活中的现象与蒸腾作用意义联络起来，学生比拟容易承受。但对于蒸腾作用能促进水分和无机盐的运输，这一意义，由于学生知识储藏有限，还不能理解什么是无机盐，老师可展示提早做好的装置，芹菜叶变红现象，将无形变为有形，将学生难以理解的无机盐变得详细化，蒸腾作用意义这一难点得以打破。蒸腾作用不仅对植物体自身重要，对周围环境也有积极影响，如今各国都大力提倡植树造林，并确定了自己国家的植树节，完成情感目的，形成保护森林的意识。〔三〕知识小结〔四〕达标测试1、俗话说,“大树底下好乘凉。”主要原因是〔〕ａ．大树的树冠挡住了阳光ｂ．大树有很强的蒸腾作用，带走了周围的热量ｃ．大树根系兴旺，使周围土壤水分增多ｄ．刮风吹走了周围的热量2、以下植物蒸腾作用最强的是〔〕ａ．气温37℃，阴天，无风ｂ．气温37℃，晴天，有风ｃ．气温20℃，阴天，有风ｄ．气温20℃，晴天，无风3、某同学设计了下面蒸腾作用的实验装置。各注入一样体积的清水，分别插入一棵大小相似的枝条，试管中各滴入一样量的植物油，两小时后观察实验结果。请分析^p答复以下问题。该实验变量是________，实验结果是_______液面下降较大，可得出结论是___________________。〔五〕献计献策为了增强学生情感目的的培养，使学生将知识应用于实际生活。设立了一下拓展内容。植物移栽后往往容易出现萎蔫甚至死亡现象，原因主要是蒸腾作用大于根的吸水才能。假如你是一个园艺工人，你会采取哪些措施来进步移栽植物的成活率？〔六〕课后调查：调查法也是科学探究的重要方法之一，因此课后调查几个小区的绿化情况〔植被覆盖率等〕，并分析^p此绿化情况与小区温度、湿度等环境因素的关系。1、教学的目的性表达较明确，尽量使学生从生物学的学习中获得知识和研究方法是本节课的贯穿始终的宗旨。2、让学生亲自参与实验设计，从而进一步感悟和领会生物学的研究方式，实验设计时暴露学生相异设想，思维障碍，使学生学会考虑，学会学习。3、本节课在充分利用教材资的根底上，又不拘泥于教材，同时对教材也进展了再加工。突出了教材背后隐含的，注重学生才能培养的指导思想。虽然学生对于实验的设计较幼稚、分析^p才能较浮浅，但是老师的教学尝试，学生的学习体验是最重要的。4、由于本人教学经历的限制，在驾驭这种开放性的课堂上还有很多不成熟之处，比方表达在对学生的关注上，学生讨论中的闪光点评价不够及时，由于比拟紧张，蒸腾作用的概念处理不够好。教学永远是件遗憾的事情，但是会有不断创新的课堂，这正是我们努力的方向。说课稿幼儿园篇四��î»ï¿½ï¿½ê¦ï¿½ï¿½ï¿½ï¿½òºã£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ëµï¿½îµï¿½ï¿½ï¿½ä¿ï¿½ç¡ï¿½ï¿½ï¿½é«ö²ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã¡ï¿½ï¿½ï¿½ï¿½ò½ï¿½ï¿½ó½ì²ä·ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ä¿ï¿½ê¡¢ï¿½ï¿½ï¿½ë¼â·ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ò¡¢½ï¿½ñ§ï¿½ï¿½ë¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð²ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ì²äµäµï¿½î»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½é«ö²ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã¡ï¿½ï¿½ç¡ï¿½ï¿½ï¿½ï¿½ï¿½î³ì±ï¿½×¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½â¡°ï¿½ï¿½é«ö²ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½òªë®ï¿½ï¿½ï¿½þ»ï¿½ï¿½î¡ï¿½ï¿½ï¿½ï¿½ï¿½òªï¿½ï¿½ï¿½ý£ï¿½òªï¿½ï¿½ï¿½ç¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½é«ö²ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ç±ï¿½ï¿½âµäµú¶ï¿½ï¿½ú¡ï¿½ï¿½øµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½é«ö²ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ãµï¿½ï¿½ï¿½ï¿½å¡£ï¿½ï¿½ö²ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½î¶¯ö®ò»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½î¬ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½è¦ï¿½ðµï¿½ë®ñ­ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½òªï¿½ï¿½ï¿½ã¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò»ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ãºã¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ý£ï¿½ï¿½ï¿½ê½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï°ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½è¤ï¿½ï¿½ï¿½ï¿½ï¿½òªï¿½ï¿½ï¿½ï¿½ú¾ï¿½ì²ä£ï¿½ï¿½ò³ï¿½ï¿½êºï±ï¿½ï¿½ú¿ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½û²ì¡¢ì½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ý£ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ñ§ï°ï¿½ï¿½ï¿½ï¿½è¤ï¿½ã£¬ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½öªê¶ï¿½ï¿½ï¿½ï¿½ï¿½â¡£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ú¿î¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½êºï¿½ñ§ï¿½ï¿½ì½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ý£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½òªï¿½ï¿½ï¿½ù£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½êºï¿½ñ§ï¿½ï¿½ï¿½û²ï¿½ï¿½ï¿½ï¿½ï¿½ý£ï¿½ï¿½ï¿½ï¿½ï¿½í½ï¿½ï¿½ï¿½ï¿½æ¬ï¿½û²ï¿½ò¶æ¬ï¿½ä½á¹¹ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½êµï¿½é£¨ï¿½è°ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½î¢ï¿½ï¿½ï¿½ï¿½ê¹ï¿½ã£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê±×°æ¬ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½è£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½êµï¿½ï¿½ï¿½ï¿½ú³ï¿½ò»ï¿½ï¿½í¬ñ§ï¿½ï¿½ëµï¿½ï¿½ï¿½ï¿½ï¿½ì¶ï¿½òªï¿½ï¿½ï¸ß£ï¿½ò»ï¿½ú¿ï¿½í¬ê±ï¿½ï¿½ï¿½ð£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ì«ï¿½ó£¬ºï¿½ï¿½ï¿½ï¿½ï¿½é£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ¡ï¿½ñ¡¶¿î±ê¡·ï¿½ð£ï¿½ï¿½á´©ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½å´ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½â¡°ï¿½ï¿½ñ§ì½ï¿½ï¿½ï¿½ï¿½îªï¿½ï¿½ï¿½ú¿ï¿½ï¿½ï¿½òªï¿½ï¿½ñ§ï¿½ï¿½ï¿½ý£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½è¿ï¿½ê¹ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½öµï¿½ï¿½ï¿½ê¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã£ï¿½ï¿½ö±ï¿½ö¤ï¿½ë±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ýµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ô¡ï¿½ï¿½ï¿½ï¿½ï¿½îªï¿½ï¿½è·ï¿½ï¿½ï¿½ï¿½ï¿½ú½ï¿½ñ§ä¿ï¿½ï¿½ï¿½ï¿½ï¿½â£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½öªê¶ä¿ï¿½ê£ºï¿½ï¿½ï¿½ï¿½1������ö²ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½2��ì½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ãµï¿½ï¿½ï¿½òªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò¶ï¿½ï¿½ï¿½ï¿½3����í¬ï¿½ï¿½é«ö²ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï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