《观潮》第二课时教学设计与反思(12篇)

第页共页最新《观潮》第二课时教学设计与反思(12篇)《观潮》第二课时教学设计与反思篇一理解课文中有关“潮来之时”的记叙，学习作者有顺序的观察方法，培养留心周围事物的习惯。以读为本，感悟文章的语言魅力。1、理解钱塘江大潮的壮丽与雄奇，激发热爱祖国大好河山的感情。2、学习作者有顺序、抓特点的观察方法，培养留心周围事物的习惯。3、学会本课13个生字。掌握“覆盖、昂首、颤抖、盼着、屹立、恢复、假设隐假设现、天水相接、山崩地裂、风号浪吼”等词语。4、有感情地朗读课文，背诵3、4自然段。师生查阅有关钱塘江的资料，包括文字、图片、录像带等。2课时。1、感悟课文内容，理解钱塘江大潮是天下奇观，激发学生热爱祖国大好河山的情感。2、领悟词语，理解并积累运用课文中描写潮水的句子。3、能流利、有感情的朗读课文，背诵3、4自然段。1、引导回忆：通过上节课的学习我们都知道了什么2、想不想看看画面，听听声音，感受一下这“天下奇观”放教学录像。师生共议：听到声音了吗大潮来了吗在哪儿指一指。3、你的感受怎样1、这样的画面，课文里也有，找一找在那个自然段(3、4自然段)。自己读读，你觉得那些描写潮水的语句精彩，就努力读得精彩些，待会儿读给我们听。2、刚刚读时顺序打乱了，其实文章的描写是很有顺序的。下面请大家合上书，老师读3、4段，大家把描写顺序的词语记下来，再投影反响。作者是按什么顺序描写潮水的──按由远及近的顺序，随位置的改变及时间的推移来描写的。再读这段话，体会一下。1、3、4段词汇丰富，增强了文章的感染力。想不想积累下来⑴师说意思，生说词语，如：“人声鼎沸、风平浪静、水天相接、齐头并进、天崩地裂、浩浩荡荡”等。⑵请学生当小老师，领读这些词语。2、想一想、用一用：出示一段不完好的话，请生用课文里的语句把这段话说得完好清楚一些。小组准备，时间1分半钟。“今天，我去海宁观潮，潮来之前，江面上()，可潮来时。却一浪一浪()，潮水声犹如()，渐渐消失在()。”⑴生汇报，集体订正。⑵还有不同的填法吗指导朗读。1、在括号里填上适宜的词语。()的薄雾()的人群()的潮水()的钱塘江大潮2、按课文内容填空：浪潮越来越近，犹如—浩浩荡荡地________;那声音如同_________，好似_____________。〖板书设计观潮潮来前宏伟壮观潮来时潮过后有声有色小语第7册第1课《观潮》，是一篇精读课文。写的是作者耳闻目睹钱塘江大潮潮来前、潮来时、潮来过后的景象，写出了大潮的奇特、宏伟、壮观。作者观察用心，表达有序，从声音、气势形态几方面直接描绘了大潮的奇特，又从观潮的人数之多，热情之高间接地感到钱塘江大潮真不愧为自古以来的“天下奇观”。这节课我是这样设计的：第一步，初步谈话，理解课题;第二步，检查预习，反响交流;第三步，观看录象，感受情景;第四步，打破重点，指导朗读;第五步，创设情境，积累语言;第六步，按课文内容填空;第七步，按潮来顺序整理句序;第八步，丰富课文，拓展思维;第九步，激情结尾，整体感悟。这节课的课堂教学中，我感到比拟成功的地方有以下几点：1、直观画面的出现，大潮的录象给学生以视觉的冲击。让学生在看画面，听声音的过程中，感受到钱塘江大潮这天下奇观的壮美，奇特的景象。2、在学生充分朗读的根底上，鼓励学生将课文中四个字组成的词语积累起来。并且将这些词语分类，有表示形状的，有表示声音的，同时请学生担任小老师带着大家把词语读一读。这样使学生当堂熟读词语，积累语言。1、读得不够。2、课外资料使用的问题。3、导语较僵硬。4、练习过多，目的不够明确。今后，我将加强自身素质的进步，不断学习新的教学理念，充实进步自己，使自己的教学程度有较大的进步。《观潮》第二课时教学设计与反思篇二知识：1．理解课文内容，理解钱塘江大潮的宏伟、壮观。2．学习作者有顺序、抓特点的观察方法。3．朗读课文，背诵课文第三、四自然段。才能：①用校园网，互联网络自主查寻搜集资料拓宽学生视野，让学生理解海底风光奇异、物产丰富的特点。逐步培养学生运用现代信息技术帮助学习的意识。②培养学生团结协作精神，自主学习的才能。训练学生的创新才能，语言表达才能。③培养学生留心观察周围事物的习惯。情感：激发学生热爱祖国大好山河的思想感情。重点：理解课文内容，理解钱塘江大潮的宏伟、壮观。难点：学习作有顺序抓特点的观察方法。钱塘江大潮自古被称为天下奇观。我们盼望着能亲眼看到这一奇景。这节课，我们继续学习第22课《观潮》。上节课，我们初读课文，理解了什么？〔板书：潮来前、潮来时、潮过后〕在这节课的学习中，我们通过阅读课文，展开想像的翅膀，来感受大自然创造的奇异景象。通过预习，我们读懂了什么？提出预习中不懂的问题。1、课文从那几个方面写潮水的特点？2、课文怎样写大潮声音，形态的变化。3、课文按什么顺序来描写大潮的。：1。读：找出描写大潮的优美语句有感情地朗读。2。看：利用校园网、互联网查看相关图片、录象、文字资料。3。做：小组协作制作电子作品。4。讲：自己来作导游按江面平静潮水涌动潮头西去顺序描绘出来。网络阅读查寻相关资料。复制图片摘抄文本。利用搜集到的资料制作演示文稿。《观潮》第二课时教学设计与反思篇三学生的语文才能主要是通过学生自己的语文理论活动“习得”的，不是老师的。所以语文教学中要特别注意调动学生学习的主动性和积极性，让学生愿学、乐学，才能真正进步学习的实效。在设计教学时，鼓励学生大胆质疑，然后提出，解决不懂的问题“要靠你们自己反复读，用心想”。使学生强烈地意识到自己是这节课学习的主人，应该按照老师指出的方法主动去探究知识。牢牢地树立以学生为主体的教学思想，并且力求在各个教学环节中表达出来。比方朗读课文“潮来时”这一段，我设计让学生选择自己喜欢的句子读给大家听，要读得让其他同学也能喜欢这些句子。这样处理朗读，学生就会读得更加主动，更加投入，也更加有兴趣。改变了以往那种不管学生有无兴趣，都必须按照老师所提的要求进展朗读的被动场面。还比方学习新词，老师领读，学生跟读，天经地义。可是设计中我们让学生当老师，老师当学生。学生既然都会读，而且都愿意领读，那为何不能让他们当老师，老师来作学生呢？这种角色的转换，所得到的效果可能远远胜过学生被动跟读的常规做法。以学生为主的教学思想还应该表达在让全体学生参与学习上。语文课上训练不能只面向个别尖子学生，每一个学生都应该是课堂的主人。所以老师必须仔细考虑所设计的教学环节的难易度，以便让每一个学生都有参与学习的可能。朗读背诵课文的练习，包括最后的说一段话练习，都是全体学生都能参与的，表达出面向全体的思想。假如学生上完《观潮》只理解了钱塘江潮是怎么回事，那么这堂课就成了地理课。语文课老师的主要任务不应该只是让学生理解课文内容，应该借助课文内容，设计各种语言训练的情境，千方百计地让学生进展各种形式的语言理论活动。这堂课的教学设计，比拟注重课文语言的积累和运用。比方课文语言的积累，通过各种形式的大量的朗读，让学生熟读成诵，从而使学生在读懂理解的根底上，比拟轻松地到达积累课文语言的目的。对课文中的新词，改变了以往一开场先集中教新词语的做法，而是浸透在读课文的过程中，联络详细的语言环境有机地让学生进展理解。在读完课文后再让学生根据意思说出词语，然后通过朗读让学生加深记忆。这样教学词语不仅节约时间，也非常有利于学生对词语的积累。词语教学的最终目的是要让学生学会运用，因此老师教学词义时就要有这种意识，尽可能考虑如何让学生学会运用。老师先在课堂中创设出详细情境，然后让学生根据情境运用课文中的词语来概括。这样教学词语，无疑为学生以后运用这些词语搭了一级台阶。不仅解决了意思理解的问题，更为学生以后的独立运用作好了准备。从学习语言的心理过程看，积累和运用是两个不同层次的学习程度级。假如能创设新的情境，将学过的词语、句子用一用，给学生有语言理论的时机，这样对学生内化课文的语言，对学生语言的开展极有意义。这堂课的最后一个环节，就是结合课文内容，设计了一个综合运用本堂课学过的局部词语、句子的练习。由于不是课文内容的简单重复，而是要求学生根据自己的理解灵敏运用学到的词句，各种层次的学生都能参与，从实际的教学效果看，这个练习设计是比拟成功的。学生学习一篇新的课文，最有兴趣的是在第一课时。可是按照传统的教学形式，老师往往是第一课时扫除生字新词，读懂读通课文，教学的重头戏是在第二课时上。从教学的实际效果看，往往是第一课时“逛西湖”，第二课时“打老虎”；从学生的兴趣看，实际上是错过了学习课文的最正确时机。因此如何优化第一课时的教学，进步第一课时的教学效率，很值得研究。《观潮》是一篇以写景为主的`散文。文章语言优美，词语丰富，句子变化错落有致。特别是“潮来时”一段，把钱塘江潮描绘得有声有色，读来令人如临其境，如闻其声，如见其景。教学中将这一段作为教学的重点，并且安排在第一课时教学，以期先声夺人，从一开场就紧紧抓住学生的注意力，激发起学生学习的兴趣。所以我是这样安排课时的：第一课时：学习课文第3、4自然段，理解钱塘江大潮潮来时的情形，理解、积累并运用课文中描写潮水的语句。熟读成诵局部语句。第二课时：先用一小局部时间来读懂理解潮来前和潮来后几节课文，然后将大局部时间放在积累和运用课文的语言文字等训练上。《观潮》第二课时1、小组合作，探究课文3、4自然段，理解钱塘江大潮到来时的情景，体会其宏伟壮观。2、理解，积累并运用课文中描写潮水的语句，熟读成诵局部语句。3、体会作者留心观察，抓住事物特点有顺序的描写方法。理解，积累并运用课文中描写潮水的句子；学会按序背诵课文。〔文字序领与画面结合法〕感悟领略钱塘江大潮的宏伟壮观。目的教学法感悟发现法引导发现法小组合作〔读书发现——质疑问难——组内合作——组外协作〕、感悟发现法多媒体课件钱塘大潮录象：1、谈话，板题。2、理解“观”的意思，引出“天下奇观”。3、导入3、4自然段。4、出示学习目的。〔目的教学法〕看看画面，听听声音，感受这一天下奇观。1、谈话激发学习兴趣。2、合作学习提示：a、你喜欢文中的那一句，为什么？你能把你喜欢的这句话读的让你们组内的同学也喜欢上它吗？b、你在学习中有什么问题，你们小组是怎样帮助你解决的？c、通过小组合作，你都学懂了些什么？3、组建合作小组4、组内合作学习〔感悟发现法〕5、反响合作成果，构建全体读书感悟气氛。6、引导小组感悟。a、朗读文中描绘大潮的句子；b、课件展示描绘的情景；c、引导发现大潮宏伟壮观〔想象和理论表演〕；d、感情朗读。〔引导发现法〕1、范读课文，听后练习。刚刚大家很有感情地朗读了这些描写潮水的语句。不过，把“观潮”的顺序给打乱了。其实，作者写得可有顺序了。下面，我们就先来做一个听的练习。听老师读这段话〔出示〕看谁本领大，能听清作者是用哪些词语把这四处的描写给连接起来的。待会儿，请你把听到的词语写下来。师读生听：午后一点左右，从远处传来隆隆的响声，好似闷雷滚动……过了一会儿，响声越来越大，只见东边水天相接的地方出现了一条白线。那条白线很快地向我们移来，逐渐拉长、变粗，横贯江面。〔再近些〕，只见白浪翻滚，形成一道两大多高的白色城墙。〔浪潮越来越近〕，犹如千万匹白色战马齐头并进，浩浩荡荡地飞奔而来。那声音如同山崩地裂，好似大地都被震得颤抖起来。2、感悟发现：作者是按从远到进顺序来描写潮水的；抓住了大潮的声音和大潮的变化描绘出了大潮的宏伟壮观。3、齐读课文，感受壮观。1、出示思路提示句子2、出示音乐、画面，激发背诵兴趣3、评价：背诵得多有感情啊！我们仿佛站在钱塘江畔，和作者一起感受到潮水越来越近，声音〔越来越响〕，浪头〔越来越高〕，气势〔越来越大〕。钱塘江大潮真不愧为〔天下奇观〕！我们为之自豪，为之〔骄傲〕！1、积累词汇今天，我们学习的两个自然段里，词语非常丰富，你们想不想把它们积累起来？听老师说词语的意思，看谁的反响快，老师语音刚落，就能很快地站起来说出哪个词语表达了这个意思。〔人声鼎沸、山崩地裂〕2、运用词汇看得出，同学们在阅读课文的时候，还挺注意词语的积累，不过，会不会用了呢？咱们来自我检验一下，我这儿有一段话，可是不完好，你们能不能在括号中用上今天学到的词语，使这段话表达得清楚通顺呢？师出示一段话：今天，我去海宁观潮。潮来之前，江面上〔〕。可潮来时，却一浪一浪〔〕，一浪一浪〔〕。湖水声犹如〔〕，海堤上尽管〔〕，但竟听不出他们在说些什么。渐渐的，潮过去了，消失在〔〕的地方。〔学生分四人一小组讨论，然后选派一代表报告〕3、师生共同评价观潮闷雷滚动出白线潮头怒吼贯江面山崩地裂城墙现钱塘奇观天下传《观潮》第二课时教学设计与反思篇四阅读是学生的个性化行为，不应以老师的分析^p来代替学生的阅读理论。应让学生在主动积极的思维和情感活动中，加深理解和体验，有所感悟和考虑，受到情感熏陶，获得思想启迪，享受审美乐趣。在课堂教学中，创设有关情境，让学生在老师的引导下，用自己的语言描绘所见、所闻、所感，这种理论，在于进步学生的语言运用才能，而且有利于学生感悟文本语言的生动和优美。思想感情。搜集的结果怎样？*近，此时此刻，你又看到了什么？请仔细看录像。总结。总结搜集的材料内容。〕小结：是啊，同学们还曾记得吧，那神奇美丽的五彩池；物产丰富地西沙群岛；四季如画的小兴安岭；还有这天下奇观的钱塘江大潮，这就是我们得意祖国的山山水水，我们怎能不感到自豪，作者也正是把这种热爱与自豪之情蕴含在文章的字里行间。《观潮》第二课时教学设计与反思篇五１、通过多媒体创设情境，让学生领略钱塘江大潮的壮丽与雄奇，激发学生热爱祖国大好河山的感情。２、学习作者有顺序，抓特点的观察方法，培养留心周围事物，注意积累材料的习惯。３、练习有感情地朗读课文，背诵三、四自然段。理解文中有关“潮来时”的描写。自制课件。一、导入新课同学们，这节课我们一起来学习《观潮》。〔齐读课题。〕老师提问：课文写的是什么潮呢？二、放录像，初步感知“天下奇观”的壮丽与雄奇１、学生看录象。２、学生谈看录像后的感受。三、初读课文，理清顺序１、学生自渎课文，边读边想：课文先写什么？再写什么？最后写什么？２、学生汇报交流。四、理解课文内容〔重点学习第二局部“潮来时”。〕１、学生自渎：边读边画出描写潮水的语句。２、学生交流自己喜欢的句子。〔根据学生的交流描写潮水的句子，引导学生通过理解重点语句，想象录像上的景象，有感情地朗读等手段加深理解体验大潮的奇特。〕３、老师小结：作者把大潮到来时的气势写得多形象，正如预习提示中所说的，把大潮写得有声有色，宏伟壮观，使临其境。４、作者按什么顺序写潮水变化的？５、让学生带着无限赞叹之情大声朗读这段话。〔课件出示：根据课文内容填空一段话。〕６、学生自学余下的几段。五、课堂总结六、放录像让学生整体领略“天下奇观”的非凡气势。七、布置作业《观潮》第二课时教学设计6《观潮》第二课时教学设计与反思篇六理解课文中有关“潮来之时”的记叙，学习作者有顺序的观察方法，培养留心周围事物的习惯。以读为本，感悟文章的语言魅力。１、理解钱塘江大潮的壮丽与雄奇，激发热爱祖国大好河山的感情。２、学习作者有顺序、抓特点的观察方法，培养留心周围事物的习惯。３、学会本课１３个生字。掌握“覆盖、昂首、颤抖、盼着、屹立、恢复、假设隐假设现、天水相接、山崩地裂、风号浪吼”等词语。４、有感情地朗读课文，背诵３、４自然段。师生查阅有关钱塘江的资料，包括文字、图片、录像带等。２课时。１、感悟课文内容，理解钱塘江大潮是天下奇观，激发学生热爱祖国大好河山的情感。２、领悟词语，理解并积累运用课文中描写潮水的句子。３、能流利、有感情的朗读课文，背诵３、４自然段。１、引导回忆：通过上节课的学习我们都知道了什么？２、想不想看看画面，听听声音，感受一下这“天下奇观”？放教学录像。师生共议：听到声音了吗？大潮来了吗？在哪儿？指一指。３、你的感受怎样？１、这样的画面，课文里也有，找一找在那个自然段〔３、４自然段〕。自己读读，你觉得那些描写潮水的语句精彩，就努力读得精彩些，待会儿读给我们听。２、刚刚读时顺序打乱了，其实文章的描写是很有顺序的。下面请大家合上书，老师读３、４段，大家把描写顺序的词语记下来，再投影反响。作者是按什么顺序描写潮水的？──按由远及近的顺序，随位置的改变及时间的推移来描写的。再读这段话，体会一下。１、３、４段词汇丰富，增强了文章的感染力。想不想积累下来？⑴师说意思，生说词语，如：“人声鼎沸、风平浪静、水天相接、齐头并进、天崩地裂、浩浩荡荡”等。⑵请学生当小老师，领读这些词语。２、想一想、用一用：出示一段不完好的话，请生用课文里的语句把这段话说得完好清楚一些。小组准备，时间１分半钟。“今天，我去海宁观潮，潮来之前，江面上〔〕，可潮来时。却一浪一浪〔〕，潮水声犹如〔〕，渐渐消失在〔〕。”⑴生汇报，集体订正。⑵还有不同的填法吗？指导朗读。１、在括号里填上适宜的词语。〔〕的薄雾〔〕的人群〔〕的潮水〔〕的钱塘江大潮２、按课文内容填空：浪潮越来越近，犹如—浩浩荡荡地＿＿＿＿＿＿＿＿；那声音如同＿＿＿＿＿＿＿＿＿，好似＿＿＿＿＿＿＿＿＿＿＿＿＿。观潮潮来前宏伟壮观潮来时潮过后有声有色小语第７册第１课《观潮》，是一篇精读课文。写的是作者耳闻目睹钱塘江大潮潮来前、潮来时、潮来过后的景象，写出了大潮的奇特、宏伟、壮观。作者观察用心，表达有序，从声音、气势形态几方面直接描绘了大潮的奇特，又从观潮的人数之多，热情之高间接地感到钱塘江大潮真不愧为自古以来的“天下奇观”。这节课我是这样设计的：第一步，初步谈话，理解课题；第二步，检查预习，反响交流；第三步，观看录象，感受情景；第四步，打破重点，指导朗读；第五步，创设情境，积累语言；第六步，按课文内容填空；第七步，按潮来顺序整理句序；第八步，丰富课文，拓展思维；第九步，激情结尾，整体感悟。１、直观画面的出现，大潮的录象给学生以视觉的冲击。让学生在看画面，听声音的过程中，感受到钱塘江大潮这天下奇观的壮美，奇特的景象。２、在学生充分朗读的根底上，鼓励学生将课文中四个字组成的词语积累起来。并且将这些词语分类，有表示形状的，有表示声音的，同时请学生担任小老师带着大家把词语读一读。这样使学生当堂熟读词语，积累语言。１、读得不够。２、课外资料使用的问题。３、导语较僵硬。４、练习过多，目的不够明确。今后，我将加强自身素质的进步，不断学习新的教学理念，充实进步自己，使自己的教学程度有较大的进步。《观潮》第二课时教学设计与反思篇七��������������ð¹ø¡ï¿½ï¿½ï¿½ï¿½ï¿½ö®ê±ï¿½ï¿½ï¿½ä¼ï¿½ï¿½ï¿½ñ§ï°ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë³ï¿½ï¿½ä¹û²ì·½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½î§ï¿½ï¿½ï¿½ï¿½ï¿½ï°ï¿½ß¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ô¶ï¿½îªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½âµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½1���ë½ï¿½ç®ï¿½ï¿½ï¿½ï¿½ï¿½ó³±µï¿½×³ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½æ£¬ï¿½ï¿½ï¿½ï¿½ï¿½è°ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ãºï¿½é½ï¿½ä¸ï¿½ï¿½é¡£ï¿½ï¿½ï¿½ï¿½2��ñ§ï°ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë³ï¿½ï¿½×¥ï¿½øµï¿½ä¹û²ì·½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½î§ï¿½ï¿½ï¿½ï¿½ï¿½ï°ï¿½ß¡ï¿½ï¿½ï¿½ï¿½ï¿½3��ñ§ï¿½á±¾ï¿½ï¿½13�����ö¡ï¿½ï¿½ï¿½ï¿½õ¡ï¿½ï¿½ï¿½ï¿½ö¡ï¿½ï¿½ï¿½ï¿½×¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½å¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ö¸ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ö¡ï¿½ï¿½ï¿½ë®ï¿½ï¿½ó¡ï¿½é½ï¿½ï¿½ï¿½ï¿½ï¿½ñ¡ï¿½ï¿½ï¿½ï¿½ï¿½ëºð¡±µè´ï¿½ï¿½ï¡£ï¿½ï¿½ï¿½ï¿½4���ð¸ï¿½ï¿½ï¿½ï¿½ï¿½ê¶ï¿½ï¿½ï¿½ï¿½ä£ï¿½ï¿½ï¿½ï¿½ï¿½3��4��è»ï¿½î¡ï¿½ï¿½ï¿½ï¿½ï¿½ê¦ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð¹ï¿½ç®ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ö¡ï¿½í¼æ¬ï¿½ï¿½â¼ï¿½ï¿½ï¿½ï¿½è¡ï¿½ï¿½ï¿½ï¿½ï¿½2��ê±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½1������������ý£ï¿½ï¿½ë½ï¿½ç®ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½û£ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½è°ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ãºï¿½é½ï¿½ï¿½ï¿½ï¿½ð¡ï¿½ï¿½ï¿½ï¿½ï¿½2�����������Ⲣ�������ã¿ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð´ï¿½ï¿½ë®ï¿½ä¾ï¿½ï¿½ó¡ï¿½ï¿½ï¿½ï¿½ï¿½3�����������ð¸ï¿½ï¿½ï¿½ï¿½ï¿½ê¶ï¿½ï¿½ï¿½ï¿½ä£ï¿½ï¿½ï¿½ï¿½ï¿½3��4��è»ï¿½î¡ï¿½ï¿½ï¿½ï¿½ï¿½1���������䣺����í¨ï¿½ï¿½ï¿½ï½ú¿îµï¿½ñ§ï°ï¿½ï¿½ï¿½ç¶ï¿½öªï¿½ï¿½ï¿½ï¿½ê²ã´ï¿½ï¿½ï¿½ï¿½2���벻�뿴�����棬��������������ò»ï¿½ï¿½ï¿½â¡°ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½û¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½å½ï¿½ñ§â¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¦ï¿½ï¿½ï¿½ï¿½ï¿½é£ºï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä¶ï¿½ö¸ò»ö¸ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½3����ä¸ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½1�������ä»ï¿½ï¿½æ£¬ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò²ï¿½ð£ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½ç¸ï¿½ï¿½ï¿½è»ï¿½ï¿½(3��4��è»ï¿½ï¿½)���ô¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð©ï¿½ï¿½ð´ï¿½ï¿½ë®ï¿½ï¿½ï¿½ï¿½ä¾«ï¿½ê£ï¿½ï¿½ï¿½å¬ï¿½ï¿½ï¿½ï¿½ï¿½ã¾ï¿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¿½2���õ²å¶ï¿½ê±ë³ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë£ï¿½ï¿½ï¿½êµï¿½ï¿½ï¿½âµï¿½ï¿½ï¿½ð´ï¿½çºï¿½ï¿½ï¿½ë³ï¿½ï¿½ä¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½òºï¿½ï¿½ï¿½ï¿½é£¬ï¿½ï¿½ê¦ï¿½ï¿½3��4�î£ï¿½ï¿½ï¿½ò°ï¿½ï¿½ï¿½ð´ë³ï¿½ï¿½ä´ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½í¶ó°ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ç°ï¿½ê²ã´ë³ï¿½ï¿½ï¿½ï¿½ð´ï¿½ï¿½ë®ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ô¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë³ï¿½ï¿½ï¿½ï¿½î»ï¿½ãµä¸ä±ä¼°ê±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð´ï¿½ä¡ï¿½ï¿½ï¿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