初中数学教学总结与反思(十四篇)

第页共页初中数学教学总结与反思(十四篇)总结是把一定阶段内的有关情况分析^p研究，做出有指导性的经历方法以及结论的书面材料，它可以使我们更有效率，不妨坐下来好好写写总结吧。大家想知道怎么样才能写一篇比拟优质的总结吗？那么下面我就给大家讲一讲总结怎么写才比拟好，我们一起来看一看吧。初中数学教学总结与反思篇一要搞好初中数学教学，获得良好的教学效果，必须认真研究初中教学的各种规律，并加以有机综合，形成适应自身教学的有效方法。如何让数学课上得更理性，更科学有效?我认为要真正做到“功夫花在备课上、精力放在研究上、本领显在课堂上。”我们要在行动的“实”上下功夫，在研究的“深”上想方法，创始行动扎实、研究深化的课程教学改革下场面。数学新课程标准明确指出，义务教育阶段的数学课程应突出表达根底性、普及性和开展性，使数学教育面向全体学生，实行“人人学有价值的数学”。这不禁让我重新对这一理念加以剖析。19世纪恩格斯说：“数学是关于空间形式和数量关系的学科。”而作为数学学科三大局部(数与代数、几何和统计)之一的数与代数局部，它是中小学数学课程中的经典内容，它在义务教育的阶段的数学课程中占有相当重要的地位，有着重要的教育价值。在新的课程标准下，这一学习领域的目的、内容、构造以及教学活动方面都发生了很大的变化。下面从三个方面谈谈自己的感想。可见，理解数感、符号感让学生在数学学习的过程中建立数感和符号感是非常重要的，是进入数学学习的根底。在义务教育阶段学生要学习整数、小数、分数、有理数、实数等数的概念，这些概念本身是抽象的，但通过数学的学习，使学生能将这些数的概念与它们所表示的实际意义建立起联络，例如，一百万有多大，一把黄豆大约有多少粒等等。在课程标准中，重视对数的意义的理解，培养学生的数感和符号感，淡化过分“形式化”和记忆的要求，使学生在学习数学的过程中自主活动，不仅进步了自身的数学素养，还有助于他们利用数学头脑来理解和解释现实问题。数学与现实生活是亲密相关的。结合国教科文组织早在八十年代初就提出“数学问题解决应作为学校数学教育的中心”。因此，有价值的数学更多地表达在学生用数学的目光和思维去观察、认识日常生活现象，去解决生活中的问题，获得或进步适应生活的才能。过去老师一直非常重视学生笔算的正确率和纯熟度，学生缺乏估算意识与估算方法。但在日常生活中恰恰是估算较笔算用得更为广泛。我们常常需要估计上学、上班所用的时间，估计完成某一任务(烧饭、买菜、做作业等)所需的时间，估计写一篇文章所需的纸量，放置冰箱所需地方的大小，估计一次旅游所需的费用等等。因此，加强估算，培养学生估算意识，开展学生的估算才能，具有重要的价值。新课程标准也反复强调要加强估算，淡化笔算。在提倡“人人学有价值的数学”的今天，将这一理念落实到中学阶段，就要求我们老师不仅仅要关注学生知识技能掌握如何，更要关注到学生的情感、态度、价值观和一般才能的培养。学生的思维才能、思想方法、习惯、情感和态度对于学生今后去创造生活有着不可估量的价值。因此，“数与代数”作为根底局部，它的主要内容是研究现实世界数量关系和运动、变化规律中的数学模型，它可以帮助人们从数量关系的角度更准确、明晰的认识、描绘和把握现实世界和解决现实世界的问题，能有效开展学生思维、培养数学情感的，就是有价值的数学。从古时用结绳记数、刻痕记数开场，到算盘的使用，到计算器的使用，到现代大型计算机的问世，直至今天微机的广泛使用。无不说明了创新的价值。所以，只有具有创新精神的人，才能不断创造出更加精彩的世界。因此，能培养学生创新精神的数学就是有价值的数学。这主要表达在解题策略多样化上。对一个问题能从多角度、多层次去考虑，对一个事物能做多方面的解释，对一个对象能用多种方式去表达，对一个问题能想出多种不同的解法，那么就不但可以开展自己的思维才能，还会对这一问题的认识更全面、更深化，有助于学生创新精神的培养。初中数学教学总结与反思篇二����"��ñ§ï¿½ï¿½ò»ï¿½ð¿ï¿½ñ§ö®ä¸"��"��ñ§ï¿½ï¿½ë¼î¬ï¿½ï¿½ï¿½ï¿½ï¿½"������ò»ï¿½ï¿½ï¿½ð¾ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½îµä¿ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ú¡ï¿½òªï¿½ï¿½ï¿½õ¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½òªñ§ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½êµç¿ï¿½ñ§ï¿½ä¸ß·å£¬ï¿½ï¿½òªñ§ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ñ§ï¿½ä¸ï¿½ï¿½ï¿½ä¿ï¿½ä£ï¿½ï¿½ï¿½ï¿½ï¿½òªè«ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ä¡ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð¾ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ç¿ñ§ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½î£¬ï¿½î³ï¿½ï¿½ï¿½ï¿½ãµä¡ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½òªï¿½ï¿½ê©ö®ò»ï¿½ï¿½è»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½í´ï¿½äµï¿½ï¿½ç£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò»ð©ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ãµï¿½ï¿½ï¿½ñ§öªê¶ï¿½ï¿½ï¿½ï¿½ï¿½ú±ï¿½ï¿½ï¿½ã»ï¿½ú´ï¿½ï¿½ï¿½ï¿½ä¡ï¿½ï¿½ó¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë¡ï¿½ï¿½ï¿½ï¿½í³ë·ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã¡±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê½ï¿½ä»ï¿½ï¿½ò¡±¡ï¿½ï¿½ï¿½ï¿½â·½ï¿½ìµä¼ï¿½ï¿½ï¿½ñµï¿½ï¿½ï¿½ï¿½ï¿½ô¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½îªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½êµï¿½êµï¿½ï¿½ï¿½î½ó¦ï¿½ï¿½ï¿½â¡±ï¿½í¡ï¿½ï¿½ï¿½ï¿½ö¸ï¿½ï¿½ï¿½ï¿½ä½ï¿½ï¿½â¼¼ï¿½é¡ï¿½ï¿½ï¿½ï¿½ï¿½ä£ê½ï¿½ï¿½ñµï¿½ï¿½ï¿½ï¿½ï¿½ð£ï¿½ï¿½ï¿½ê§è¥ï¿½ï¿½ï¿½ï¿½ó¦ï¿½ðµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ò²ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ë²ï¿½ï¿½ù¾ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§öªê¶ï¿½ï¿½ï¿½ï¿½è´ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½úµä±ï¿½ï¿½ê£ï¿½ö»ï¿½ï¿½öªê¶ï¿½ä¡ï¿½ï¿½ï¿½ï¿½å¡±ï¿½ï¿½è±ï¿½ï¿½öªê¶ï¿½ä¡ï¿½ï¿½ï¿½ê¡±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½òªï¿½ï¿½ã³ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ñ§ï¿½ï¿½è¡ï¿½ï¿½ï¿½ï¿½ï¿½ãµä½ï¿½ñ§ð§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð¾ï¿½ï¿½ï¿½ï¿½ð½ï¿½ñ§ï¿½ä¸ï¿½ï¿½ö¹ï¿½ï¿½é£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð»ï¿½ï¿½ûºï£ï¿½ï¿½î³ï¿½ï¿½ï¿½ó¦ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ð§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ïµã¸ï¿½ï¿½ï¿½ï¿½ô£ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ð§?����îªòªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ú±ï¿½ï¿½ï¿½ï¿½ï¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð¾ï¿½ï¿½ï¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ú¿ï¿½ï¿½ï¿½ï¿½ï¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½òªï¿½ï¿½ï¿½ð¶ï¿½ï¿½ä¡ï¿½êµï¿½ï¿½ï¿½ï¿½ï¿½â¹ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð¾ï¿½ï¿½ä¡ï¿½ï¿½î¡±ï¿½ï¿½ï¿½ë·½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð¶ï¿½ï¿½ï¿½êµï¿½ï¿½ï¿½ð¾ï¿½ï¿½ï¿½ï¿½ï¿½ä¿î³ì½ï¿½ñ§ï¿½ä¸ï¿½ï¿½â¾ï¿½ï¿½æ¡£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½â¿î³ì±ï¿½×¼ï¿½ï¿½è·ö¸ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½×¶îµï¿½ï¿½ï¿½ñ§ï¿½î³ï¿½ó¦í»ï¿½ï¿½ï¿½ï¿½ï¿½ö»ï¿½ï¿½ï¿½ï¿½ô¡ï¿½ï¿½õ¼ï¿½ï¿½ôºí·ï¿½õ¹ï¿½ô£ï¿½ê¹ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½è«ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½êµï¿½ð¡ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ð¼ï¿½öµï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½â²»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½â¶ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½19���í¶ï¿½ï¿½ï¿½ë¹ëµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ç¹ï¿½ï¿½ú¿õ¼ï¿½ï¿½ï¿½ê½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ïµï¿½ï¿½ñ§ï¿½æ¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½îªï¿½ï¿½ñ§ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ó²¿·ï¿½(������������îºï¿½í³ï¿½ï¿½)ö®ò»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ö£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð¡ñ§ï¿½ï¿½ñ§ï¿½î³ï¿½ï¿½ðµä¾ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ý£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä½×¶îµï¿½ï¿½ï¿½ñ§ï¿½î³ï¿½ï¿½ï¿½õ¼ï¿½ï¿½ï¿½àµ±ï¿½ï¿½òªï¿½äµï¿½î»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½òªï¿½ä½ï¿½ï¿½ï¿½ï¿½ï¿½öµï¿½ï¿½ï¿½ï¿½ï¿½âµä¿î³ì±ï¿½×¼ï¿½â£ï¿½ï¿½ï¿½ò»ñ§ï°ï¿½ï¿½ï¿½ï¿½ï¿½ä¿ï¿½ê¡¢ï¿½ï¿½ï¿½ý¡ï¿½ï¿½á¹¹ï¿½ô¼ï¿½ï¿½ï¿½ñ§ï¿½î¶¯ï¿½ï¿½ï¿½æ¶¼ï¿½ï¿½ï¿½ï¿½ï¿½ëºü´ï¿½ä±ä»¯ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ì¸ì¸ï¿½ô¼ï¿½ï¿½ä¸ï¿½ï¿½ë¡£ï¿½ï¿½ï¿½ï¿½ï¿½é¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð¡ï¿½ï¿½ï¿½ï¿½å¸ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ñ§ï°ï¿½ä¹ï¿½ï¿½ï¿½ï¿½ð½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ðºí·ï¿½ï¿½å¸ï¿½ï¿½ç·ç³ï¿½ï¿½ï¿½òªï¿½ä£ï¿½ï¿½ç½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ñ§ï°ï¿½ä»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿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象，而是和生活息息相关的，因此学生就会产生学习好数学的兴趣。教学是也一门艺术，备好课是搞好教学的根本条件。要给自己制定详细的教学进度方案，什么时候要上到什么地方，这些都要了然于胸，根据自己制定的教学方案循序渐进，有条不紊。这样，自己上课的时候心里就有底，不会有有些知识点的讲解过于冗长，导致有些知识点讲解过于匆忙，学生不能掌握的情况发生。在备课的时候，要把握自己上课时候的思路，先讲什么，后讲什么，要考虑如何更好地给学生上好课，相关的知识点应该如何讲解才能让学生易于掌握，如何活泼课堂气氛，让学生可以在轻松快乐的气氛中学习等等。另外，要区分哪些是重点，哪些是次要的，在上课时突出重点。一堂课下来，有次要的地方也有重要的地方，假如不能突出重点内容，全部一起带过，学生往往没有头绪，不知道这节课老师讲了什么，自己学到了什么。因此在上课时要主次有序，要突出重点，让学生知道这节课老师主要是要讲哪个知识点，而不能本末倒置。在讲重点知识点的时候，我一般会着重强调，并且以富有激情的语音和肢体语言相配合，进展详细地讲解。数学是一环扣一环的，一旦中间的任何一环出现问题，直接影响以后的学习。因此，即便是多花一些时间，必须让学生把重要的知识点让学生点弄懂、吃透。自学才能的培养是进步教学质量的关键。自学才能的培养首先应从阅读开场，尤其是初一学生阅读才能较差，没有良好的阅读习惯，老师必须从示范做起，对课文内容逐词逐句地范读，对重要的数学名词、术语、关键的语句，重要的字眼要反复读，并指出记忆的方法，同时还要标上自己约定的符号。对于例题，让学生读题，引导学生审题，确定最正确解题方法。在学生有一定才能之后，根据学生的承受程度，再从难点、易错处阅读提纲，设置考虑题，让学生带着问题纵向深化和横向拓展地阅读数学课外材料，还可利用课外活动小组，组织交流、互相交流、互相启发，促进学生再次阅读寻找答案。平时，在培养学生的自学才能时，采取提早布置作业的形式，然后在学生交来的作业中寻找出普遍存在的问题和普遍有疑难的地方，然后再讲新课，这样授课就有针对性，并且能收到很好的教学效果。同时，要引导学生积极主动参与教学过程，培养学生的主体意识，让学生在数学课堂上通过动脑、动手、动口参与形成一定的自学才能和数学思维。在完成一段时期的学习，我总强调要学生抽些时间回忆近段时间学了那学内容内容，知识点之间有哪些规律和联络，自己在回忆的时候是否有新的启示等等。及时记下这些得失，并进展必要的归类与取舍。另外，在作业中也要认真反思，尤其是在修改之后的作业，并要求学生仔细分析^p自己的对题和错题，写下自己的成功之处和缺乏之处，还可以写下自己的新思路和自己的创新。在引导学生反思时，如每次只是这样简单地做一做，学生很快就会有厌烦情绪，这就需要在每次引导学生这样做的时候，给与其大量的鼓励、启示和评价，让学生体会到自己这样做的好处，让他们有一种成就感，使他们觉得这样做是快乐的。在平时，每次引导学生反思时，我都会大力表扬那些考虑认真的同学，对一些同学能在反思的根底上提出问题的，就引导大家都向他学习。我经常对学生说，只要是能在反思的情况下比以往有所进步，这就是最大的成功。让学生感到自己在不断地反思后，可以不断地成功，可以经常地、认真地反思，那么学生就会在反思中真正领悟数学的思想、学习方法，优化自己的知识体系构造，开展自己的思维才能，培养创新意识。初中数学教学总结与反思篇四������ñ§ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ñ§ï¿½ï¿½ò»ï¿½å¼ï¿½ï¿½ï¿½ï¿½ï¿½òªï¿½ï¿½ñ§ï¿½æ£ï¿½ò²ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ðµï¿½ï¿½ï¿½í·ï·ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ñ§ï°ö®ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½òªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½îªï¿½ï¿½ñ§ï¿½úµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä·ï¿½õ¹ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê®ï¿½ï¿½ï¿½ï¿½òªï¿½ï¿½ï¿½ï¿½ï¿½ã£ï¿½ï¿½ç¸ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½òªï¿½ãµï¿½ï¿½ä»ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½æ£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò²ï¿½ï¿½ï¿½ò»ï¿½å¿ï¿½ñ§ï¿½ï¿½ï¿½ï¿½è«ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½úµä¡ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ò»ï¿½ð¿ï¿½ñ§ö®ä¸ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½ð¾ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½îµä¿ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ú¡ï¿½òªï¿½ï¿½ï¿½õ¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½òªñ§ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½êµç¿ï¿½ñ§ï¿½ä¸ß·å£¬ï¿½ï¿½òªñ§ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ñ§ï¿½ä¸ï¿½ï¿½ï¿½ä¿ï¿½ä£ï¿½ï¿½ï¿½ï¿½ï¿½òªè«ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ä¡ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ç¿ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½î¡£ï¿½ï¿½ï¿½ú³ï¿½ï¿½úµä³ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ñ§ï¿½ï¿½ï¿½î³ï¿½ï¿½ï¿½ï¿½ô¼ï¿½ï¿½ï¿½ï¿½øµä½ï¿½ñ§ä£ê½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ü¹ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï²ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï£¬ï¿½ò¾í½ï¿½ï¿½ô¼ï¿½ï¿½ï¿½ò»ð©ï¿½äµï¿½ï¿½ï¿½ï¿½ï¿½ã³ï¿½ï¿½ï¿½ï¿½í´ï¿½ò·ï¿½ï¿½ï¿½ò»ï¿½â¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð½×¶îµï¿½ï¿½ï¿½ñ§ï¿½ï¿½ð¡ñ§ï¿½ï¿½è«ï¿½ï¿½í¬ï¿½ï¿½ï¿½ú³ï¿½ï¿½ð½×¶î£ï¿½ñ§ï¿½ï¿½ï¿½ç½ï¿½ï¿½ï¿½ê¼ï¿½é¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä¡ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½é£ï¿½ï¿½ï¿½ï¿½ç²ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ë¼î¬ï¿½ï¿½ï¿½ï¿½ï¿½é¡ï¿½ï¿½ï¿½ï¿½ö¡ï¿½ï¿½ï¿½ï¿½ï¿½ä¸ï¿½ï¿½ï¿½í¡ï¿½ï¿½ï¿½ï¿½ì¡ï¿½×ªï¿½ä£¬ï¿½ï¿½ï¿½ô½ï¿½ï¿½ü¾ï¿½ï¿½ï¿½ë¼î¬ï¿½ï¿½ï¿½ï¿½ï¿½ë¼î¬ï¿½ï¿½×ªï¿½ä¡£ï¿½ï¿½ë£ï¿½ï¿½ï¿½ï¿½ç¾í»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½öªï¿½ï¿½ï¿½æ¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½õ¹ï¿½ï¿½îªï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½é¼ï¿½ï¿½ï¿½ò»ï¿½ï¿½ç§ï¿½é¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½î´ï¿½ï¿½ï¿½ï¿½ú³ï¿½ï¿½ï¿½í¿ï¿½ï¿½ï¡£ï¿½ï¿½ï¿½ç£ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ô´ï¿½ï¿½ï¿½ï¿½ï¿½î¡±ï¿½ï¿½ï¿½ú¿ï¿½ï¿½ã½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ð£ï¿½ï¿½ò±ã°´ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½öªï¿½ï¿½ï¿½é£ï¿½ï¿½ï¿½õ¹ê¾öªê¶ï¿½ï¿½ï¿½î³é¹ï¿½ï¿½ì£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½é±¾öªê¶ï¿½ï¿½ï¿½ñ¡ï¿½ï¿½ï¿½ï¿½ßµï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã£ï¿½ï¿½ãºï¿½ï¿½ã»ï¿½ã¿ò»æªï¿½ì²ä¡ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ïµï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ç¾ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã´ï¿½ï¿½ï¿½ó£¬¶ï¿½ï¿½çºï¿½ï¿½ï¿½ï¿½ï¿½ï¢ï¢ï¿½ï¿½øµä£ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½í»ï¿½ï¿½ï¿½ï¿½ñ§ï°ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½è¤ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ò²ò»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã¿ï¿½ï¿½ç¸ï¿½ã½ï¿½ñ§ï¿½ä»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½òªï¿½ï¿½ï¿½ô¼ï¿½ï¿½æ¶ï¿½ï¿½ï¿½ï¸ï¿½ä½ï¿½ñ§ï¿½ï¿½ï¿½è¼æ»ï¿½ï¿½ï¿½ê²ã´ê±ï¿½ï¿½òªï¿½ïµï¿½ê²ã´ï¿½ø·ï¿½ï¿½ï¿½ï¿½ï¿½ð©ï¿½ï¿½òªï¿½ï¿½è»ï¿½ï¿½ï¿½ø£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ô¼ï¿½ï¿½æ¶ï¿½ï¿½ä½ï¿½ñ§ï¿½æ»ï¿½ñ­ï¿½ò½¥½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½é¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ô¼ï¿½ï¿½ï¿îµï¿½ê±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ðµ×£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð©öªê¶ï¿½ï¿½ä½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ß³ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð©öªê¶ï¿½ã½²ï¿½ï¿½ï¿½ï¿½ú´ï¿½ã¦ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½õµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ú±ï¿½ï¿½îµï¿½ê±ï¿½ï¿½òªï¿½ï¿½ï¿½ï¿½ï¿½ô¼ï¿½ï¿½ï¿ï¿½ê±ï¿½ï¿½ï¿½ë¼â·ï¿½ï¿½ï¿½è½ï¿½ê²ã´ï¿½ï¿½ï¿½ï¿½ê²ã´ï¿½ï¿½òªë¼ï¿½ï¿½ï¿½ï¿½î¸ï¿½ï¿½ãµø¸ï¿½ñ§ï¿½ï¿½ï¿½ïºã¿î£ï¿½ï¿½ï¿½øµï¿½öªê¶ï¿½ï¿½ó¦ï¿½ï¿½ï¿½ï¿½î½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½õ£ï¿½ï¿½ï¿½î»ï¿½ô¾ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½õ£ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ü¹ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½é¿ï¿½ï¿½öµä·ï¿½î§ï¿½ï¿½ñ§ï°ï¿½èµè¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½â£¬òªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð©ï¿½ï¿½ï¿½øµã£¬ï¿½ï¿½ð©ï¿½ç´ï¿½òªï¿½ä£ï¿½ï¿½ï¿½ï¿½ï¿ï¿½ê±í»ï¿½ï¿½ï¿½øµã¡£ò»ï¿½ã¿ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð´ï¿½òªï¿½äµø·ï¿½ò²ï¿½ï¿½ï¿½ï¿½òªï¿½äµø·ï¿½ï¿½ï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对学生的分析^p七年级是学生从小学到初中的转变阶段，除了学生心理的变化外，学习方法也将产生宏大的变化，从小学的3门主要课程，到中学的7门主要课程;从小学以练为主的学习方法，到中学以学生自我探究为主的学习方法;从小学听老师的话，到初中有自己的想法，对自己学习情况的掌握等等这些变化，老师要帮助学生完成这些转变，在老师的和要求下，找到合适自己的学习方式。七年级学生精力旺盛，对任何事物充满了好奇，针对学生的特点，老师应该重点培养学生的逻辑思维才能，语言表达才能，符号语言才能和空间想象才能。同时，老师应该注意引导学生形成课前预习、课后复习、课堂上积极思维、主动答复老师的问题、积极考虑的学习方法。所以，在教学中应更加关注学生提出问题的才能的培养，应该更加关注学生分析^p理解问题的方法的培养，以人为本，以开展学生的数学才能为长期目的，为学生的终身开展考虑。二、教育教学总结1、起始年级，形成习惯。良好的学习习惯是学生不断进步和进步的有利保障，也是老师进步课堂效率的前提和根底。所以，七年级的第一个学期，在课堂中学生各种“规矩”就非常重要，其中包括课前准备时，将课堂练习本翻开;上课读书时，用笔指读;读书完毕后，积极质疑;课堂练习时，书写工整、标准;当堂训练时，象一样紧张等等，这些习惯的养成需要老师有明确的要求，还需要老师的反复强调和提醒。2、三清工作，查漏补缺。堂堂清、日日清和周周清是我们的“三清”工作，在还没能纯熟运用新的教学形式之前，三清工作的开展让我能更加理解学生对课堂教学的掌握情况，也让我能及时发现课堂中没有解决好的问题，帮助学生和老师查漏补缺，及时订正学生学习的盲点，不断改良老师的教学。3、课堂教学，进步效率。有三清工作做根底，学生在课堂上学得更加紧张，老师在课堂教学中也会想方设法发现更多学生学习上的破绽，在后来的探究和总结阶段尽量多的解决学生知识上存在的问题，从而促进三清工作的工作量少一些。所以，高效课堂的实现必须有学生良好的学习习惯;有老师对学生学习情况充分的理解;有老师课堂探究的有效作用;有老师总结提升的方法和思想的提炼等等，总之，高效课堂是学生和老师的完美配合，是一个可以解决不同层次学生学习问题的课堂。4、课后反应，有针对性。课堂教学的最后一个环节是当堂反应，开场时，我总是掌握不好课堂进度，让过多的讲解占用了学生课堂反应的时间，学生对自己本节课知识的掌握情况估计不准确，老师没有对学生进展堂堂清的根据，课堂效率仍然无法进步。后来，通过对教学形式的进一步纯熟掌握，把握好质疑探究阶段时间和效率，即使是5分钟，也要开展当堂反应，这种反应有很强的针对性，也为老师课下与学生面对面的提供了有效的根据。5、引入竞争，激发兴趣。徒弟与徒弟间的竞争，师傅与师傅间的竞争，课堂上答复以下问题的竞争，课堂反应速度的竞争，课堂测试对错的竞争，黑板上板演题目的格式、书写、正确性的竞争，对同学们错误纠正情况的竞争，以及学生自己对自己的评价，同学们之间的评价，师徒间的评价，老师对学生的评价，这些竞争的引入可以“比”出学生学习的积极性和主动性，也“比”出了班级中浓重的学习气氛。6、不断反思，寻求方法。当然在教学过程中，我遇到了各种各样的问题，例如：学生不会读书;学生为了加快书写速度，致使书写字迹潦草;屡次遇到困难的学生，缺乏自信等等问题，对待这些问题我是从每节课的反思中不断总结自己课堂的缺乏的，从同教研组老师们身上学习方法，运用到自己的教学理论中，不断纠正自己错误的教学行为，让自己的教学更加合适自己的课堂。总之，本学年的教学工作是在不断的探究和理论中探究前进的，虽然有困惑，虽然有不熟悉，但新的教学形式的优点越来越多的显如今我的面前，我想，我不会放弃探究，不断完善自己的课堂教学将成为我以后教学工作的主要目的。初中数学教学总结与反思篇六����ò»ï¿½ï¿½ñ§ï¿½ï¿½ä½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¾ï¿½òªï¿½ï¿½ï¿½ï¿½ï¿½ë£ï¿½ï¿½ï¿½ñ§ð£ï¿½ì¿ï¿½ï¿½ï¿½ï¿½òµä´ï¿½ï¿½ï¿½ï¿½â£ï¿½ï¿½ï¿½ï¿½ê¼¶ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ê¦ï¿½ç»ï¿½ï¿½ï¿½êµï¿½ï¿½ï¿½âµä½ï¿½ñ§ä£ê½ï¿½ï¿½ï¿½ï¸ï¿½ï¿½õ¡ï¿½ä¿ï¿½êµ¼ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ì½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã·ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ö¯ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½è»ï¿½ï¿½ï¿½ï¿½ï¿½âµä½ï¿½ñ§ä£ê½êµê©ï¿½ä¹ï¿½ï¿½ï¿½ï¿½ð£ï¿½ï¿½ï¿½ï¿½ï¿½ò²ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ£ï¿½ï¿½ï¿½ï¿½ç²ï¿½ï¿½ï¿½ï¿½ï¿½êµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½í¬ì½ï¿½ö¡ï¿½ï¿½ï¿½ï¿½ï¿½êµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ù·ï¿½ë¼ï¿½ä·ï¿½ê½ï¿½ï¿½ï¿½ï¿½ì·¨ï¿½ï¿½ï¿½ô¼ï¿½ï¿½ä½ï¿½ñ§ï¿½ï¿½ï¿½ó·ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½öªê¶ë®æ½ï¿½ï¿½ï¿½ï¿½öªë®æ½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ô¼ï¿½ï¿½ï¿½'������ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ö½ï¿½ï¿½ï¿½ñ§ï¿½úµä½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½â£ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ä·ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¼¶ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ð¡ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ðµï¿½×ªï¿½ï¿½×¶î£ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä±ä»¯ï¿½â£¬ñ§ï°ï¿½ï¿½ï¿½ï¿½ò²ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½þ´ï¿½ä±ä»¯ï¿½ï¿½ï¿½ï¿½ð¡ñ§ï¿½ï¿½3����òªï¿½î³ì£ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½7����òªï¿½î³ï¿½;��ð¡ñ§ï¿½ï¿½ï¿½ï¿½îªï¿½ï¿½ï¿½ï¿½ñ§ï°ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ì½ï¿½ï¿½îªï¿½ï¿½ï¿½ï¿½ñ§ï°ï¿½ï¿½ï¿½ï¿½;��ð¡ñ§ï¿½ï¿½ï¿½ï¿½ê¦ï¿½ä»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ô¼ï¿½ï¿½ï¿½ï¿½ë·¨ï¿½ï¿½ï¿½ï¿½ï¿½ô¼ï¿½ñ§ï°ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½õµèµï¿½ï¿½ï¿½ð©ï¿½ä»¯ï¿½ï¿½ï¿½ï¿½ê¦òªï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð©×ªï¿½ä£¬ï¿½ï¿½ï¿½ï¿½ê¦ï¿½äºï¿½òªï¿½ï¿½ï¿½â£ï¿½ï¿½òµï¿½ï¿½êºï¿½ï¿½ô¼ï¿½ï¿½ï¿½ñ§ï°ï¿½ï¿½ê½ï¿½ï¿½ï¿½ï¿½ï¿½ê¼¶ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¢ï¿½ï¿½ï¿½ï¿½ï¿½îºï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ëºï¿½ï¿½æ£¬ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½øµã£¬ï¿½ï¿½ê¦ó¦ï¿½ï¿½ï¿½øµï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿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¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½í¿õ¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½í¬ê±ï¿½ï¿½ï¿½ï¿½ê¦ó¦ï¿½ï¿½×¢ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½î³é¿ï¿½ç°ô¤ï°ï¿½ï¿½ï¿½îºï¿½ï°ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï»ï¿½ï¿½ï¿½ë¼î¬ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ø´ï¿½ï¿½ï¿½ê¦ï¿½ï¿½ï¿½ï¿½ï¿½â¡¢ï¿½ï¿½ï¿½ï¿½ë¼ï¿½ï¿½ï¿½ï¿½ñ§ï°ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ô£ï¿½ï¿½ú½ï¿½ñ§ï¿½ï¿½ó¦ï¿½ï¿½ï¿½ó¹ï¿½×¢ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ó¦ï¿½ã¸ï¿½ï¿½ó¹ï¿½×¢ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä·ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½îªï¿½ï¿½ï¿½ï¿½ï¿½ô·ï¿½õ¹ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½îªï¿½ï¿½ï¿½ï¿½ä¿ï¿½ê£¬îªñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½õ¹ï¿½ï¿½ï¿½ç¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ü½ï¿½ï¿½ï¿½ï¿½ï¿½1����ê¼ï¿½ê¼¶ï¿½ï¿½ï¿½î³ï¿½ï°ï¿½ß¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ãµï¿½ñ§ï°ï°ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ßºí½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï£ï¿½ò²ï¿½ç½ï¿½ê¦ï¿½ï¿½ß¿ï¿½ï¿½ï¿½ð§ï¿½êµï¿½ç°ï¿½ï¿½í»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ô£ï¿½ï¿½ï¿½ï¿½ê¼¶ï¿½äµï¿½ò»ï¿½ï¿½ñ§ï¿½ú£ï¿½ï¿½ú¿ï¿½ï¿½ï¿½ï¿½ð½ì»ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ö¡ï¿½ï¿½ï¿½ø¡ï¿½ï¿½í·ç³ï¿½ï¿½ï¿½òªï¿½ï¿½ï¿½ï¿½ï¿½ð°ï¿½ï¿½ï¿½ï¿½ï¿½ç°×¼ï¿½ï¿½ê±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï°ï¿½ï¿½ï¿½ï¿½;�ï¿î¶ï¿½ï¿½ï¿½ê±ï¿½ï¿½ï¿½ã±ï¿½ö¸ï¿½ï¿½;��������󣬻�������;������ï°ê±ï¿½ï¿½ï¿½ï¿½ð´ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½æ·¶;����ñµï¿½ï¿½ê±ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½åµèµè£ï¿½ï¿½ï¿½ð©ï°ï¿½ßµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½òªï¿½ï¿½ê¦ï¿½ï¿½ï¿½ï¿½è·ï¿½ï¿½òªï¿½ó£¬»ï¿½ï¿½ï¿½òªï¿½ï¿½ê¦ï¿½ä·ï¿½ï¿½ï¿½ç¿ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ¡ï¿½ï¿½ï¿½ï¿½ï¿½2�����幤������â©ï¿½ï¿½è±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½å¡¢ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½çµä¡ï¿½ï¿½ï¿½ï¿½å¡±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ú»ï¿½ã»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½âµä½ï¿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