散步说课稿ppt模板(十二篇)

第页共页最新漫步说课稿ppt模板(十二篇)漫步说课稿ppt篇一一速读，整体感知组织同学们用最短的时间读，并可以用自己的话概括的主要内容，老师做好归纳与整合。本文主要写了我们一家四口人早春在田间漫步的事情，展现了作者一家互敬互爱、和谐相处的生活画面。之所以这样设计，主要还是遵循了“轻松走进”课堂的原那么，让同学们感觉到学习语文是很简单的事情，是每个人都能做好的事情。只不过是不同的人所说的内容不同而已，程度好一点的学生概括的全面一些。同时，这样既锻炼了同学们的整体感知才能，又锻炼了孩子们的口头表达才能和语言概括才能。并且还营造了一种民主、宽松、和谐的课堂气氛，为下面课堂的推进做了很好的铺垫。时间5分钟左右。二细读，感悟品味同学们细读，画出自己最喜欢的句子，并加以品析。要求每人至少找两处来品析，并且分别从不同的角度来赏析，提示学生可以从句子内容出发，抓住【关键词】：^p语来赏析，比方“我的母亲又熬过了一个严冬”，句子中“熬”字既写出了忍受痛苦度过严冬的情景，又写出了为母亲安然无恙而庆幸的心情；还可以从语言特点方面来分析^p，如“有的浓，有的淡”“母亲要走大路，大路平顺；我的儿子要走小路，小路有意思”等，句式对称，形式优美，读起来有一种节奏感；还可以从个人感受来谈。在这个过程中，要别关注待转化生，因为他们对学习不感兴趣，很难在短时间内进入状态。这时老师一句温馨的话，比方有困难吗？需要我帮助吗？或者是一个友爱的眼神，就能帮助他们尽快投入到学习中。给学生充分自主的空间，让他们去圈点勾画，找自己喜欢的语言品析、玩味，充分表达了学生的主体地位，让学生感受到学习过程的愉悦。根据学生圈点批注的情况，组织同学们小组交流，互相借鉴、补充、添加、完善。时间约8分钟。三自主汇报，成果分享汇报的环节为先说出自己喜欢的句子在哪一段，并且用自己喜欢的方式读出来，然后说出自己的理解与感悟，其他同学可以即兴评价，可以补充，可以质疑，可以拓展。比方有的同学可能会谈到第四段：这南方初春的田野，大块小块的新绿随意地铺着，有的浓，有的淡；树上的嫩芽也密了；田里的冬水也咕咕地起着水泡。这一切都使人想着一样东西——生命。这段话通过对初春美景的描绘，表现了春天蓬勃的活力。一般情况下，同学们都会说到这一点。有的同学不仅理解了这一点，可能还会联想到以前学过的写景的片段诵出来；或者想到自己家乡初春的风光，即兴说出来或写出来；或为这段文字写上一首小诗；或者围绕着这种美景画出一幅画，然后说出画面的内涵；或者为这段文字配上音乐唱出来等。补充说明：由于此处设计的是学生自主回报，难免会出现学生的发言头上一句脚上一句的现象，给人一种杂乱无章的感觉，别着急，越是这样，越能看出老师的教学智慧。一个比拟好的做法便是对学生的发言要洗耳恭听，当学生说到某一个【关键词】：^p或句子时，要追问。比方第五段：我和母亲走在前面，我的妻子和儿子走在后面。小家伙突然叫起来：“前面也是妈妈和儿子，后面也是妈妈和儿子。”我们都笑了。同学们可能会说出这个地方可以看出家庭的和和谐幸福，气氛融洽、祥和。我抓住关键点：和和谐幸福，气氛融洽、祥和。请同学们找一找中哪些地方还表现了这一点？同学们便会把表达这一点的内容找到，老师做好总结与归纳，再进入下一个关键点的赏析。由于学生的学习是自主的，往往孩子们喜欢哪句就说哪句，对于个别较难理解且又是重点的句子无人设计，比方最后一句：但我和妻子都是渐渐地，稳稳地，走得很仔细，好似我背上的同她背上的加起来，就是整个世界。假如遇到了这样的情况，老师一定要注意及时把问题抛出来，让同学们交流讨论，自主发言，根据学生发言的情况进展总结：中年人站在人生的中点上，也处在生命之链的关节上，既尊老又爱幼，表达了作者强烈的责任感和对生活的热爱。以上内容预计15分钟左右。争取人人展示，个个发言，每个同学既是分享者，参与者，合作者，又是学习者，收获者。结合学生发言的情况，老师做好总结和归纳：《漫步》这篇是集人性美、情感美、景物美和语言美于一体的。在这个过程中，老师要尊重学生的个性，启迪学生的灵性，诱发学生的悟性。《新课标》强调审美体验，注重引导学生设身处地、身临其境、用情感和心灵去感受、欣赏、评价文学作品，进而受到感染和鼓励，得到情感熏陶。四拓展延伸，回味亲情。幸福家庭是美妙温馨的，幸福家庭的生活细节也浸透着浓浓的亲情，它不仅在莫怀戚家中，也在我们每个人家里。请同学们说说自己家里的亲情故事。学生小组交流，代表发言。“语文是理论性很强的课程”，要求语文教学要联络生活，设计讲述亲情故事，就是激活学生的生活体验，让他们在亲情的体验中加深对文本的解读。时间约5分钟。五.动情落笔，抒写亲情。家因为有了深深的爱而温馨，家庭生活因为有了浓浓的亲情而美妙。看到别人一家人温馨和谐，互敬互爱，想必同学们心中感情的弦也被拨动了，有千言万语想对亲人倾诉。请以“亲情”为主题，写一段文字，表达自己对亲情的理解或祝福。可以用诗歌的形式来表达，或对联的方式，或仿写，或歌曲，或三句半，或写一点自己独特的感悟……合适自己的就是最好的，用自己最喜欢的方式来表达。〔教材是老师与学生之间的桥梁，是与未知的中介，学习过程中，认真研究教材是必要的，但是学习课文又不能局限于教材。课内外结合，以外促内是学习语文的好方法。〕六.总结全文，表达祝福。亲爱的同学们：家，是一个幸福的摇篮，需要我们用心灵来呵护。家，更是一副沉沉的担子，需要我们每个人用责任来担当。只有这样，我们才能撑起一片爱的天空，营造一个幸福的家园。漫步说课稿ppt篇二我说课的内容是义务教育课程标准实验教材人教版语文七年级上册第五单元第三篇课文《漫步》。本单元的课文主题为亲情，所选的课文都是围绕着有关亲情和家庭生活，《漫步》正是表达着浓浓亲情的一篇，记叙了一家三代野外漫步的“生活细节”，表现出一家人之间的互敬互爱的真挚感情，表达了中华民族尊老爱幼的传统美德。同学可以通过自主、合作、探究的学习方式，进入牧歌式的情景，从中受到启示和教育。因此，本文在全套教材中的地位和作用不可无视。七年级的同学正处于开展独立思维的重要阶段，他们的主动性和求知欲都已大大进步，不再喜欢被动地承受知识，已初步具有自主、合作、探究学习的才能。但同时缺乏良好的观察生活的品质，对生活缺少体验，对散文知识的理解知之甚少，而且由于受社会上许多不良因素影响和家庭误导，许多同学没有形成正确的家庭道德伦理准那么。因此，我通过引导同学去自读自悟，运用自主探究的方法学习，通过朗读、圈画、质疑、小组讨论、比拟研究与拓展强化，从中对散文有初步的理解和鉴赏；体会课文浓浓的亲情，并从中感悟出正确的家庭伦理道德准那么。1、知识与才能目的：整体感知课文；继续练习朗读和圈点勾画，积累语言；锻炼理解才能和表达才能；开展思维才能和想象才能。2、过程与方法目的：抓住关键语句精读课文，自主、合作、探究，领悟课文深长的意味。同时借鉴举轻假设重、以小见大的写法。3、情感态度价值观目的：感受字里行间的亲情与责任感，形成尊老爱幼、珍爱亲情、珍爱生命的思想感情。教学重点：品味语言‘举轻假设重’的特点，感受课文浓浓的亲情，学习表达生活之美。教学难点：如何组织小组活动，寻找典型词句，体会语言‘举轻假设重’的特点和课文深长的意味，初步学会运用‘举轻假设重’的写法。一、唤起同学对现实生活的感受，导入新课首先，我请同学讲述生活中被小事感动过的经历，唤起同学对现实生活的感受，导入新课。这样导入既与同学交流情感，亦定下课堂基调。同时以同学现有的生活积累为学习的前提，可锻炼同学积累生活、感悟生活的才能，到达教材与生活，作者与读者情感上的沟通。二、诵读课文，整体感悟接着让同学通过朗读，整体感悟文本。为了激起同学的学习兴趣和求知欲望，我利用同学争强好胜的心理，以竞赛的形式，并且是与老师竞赛的形式强化他们的主体意识。同学先推选代表与我进展配乐朗读比赛，由同学进展评判并归纳出本文的朗读要求后，再让同学自由读课文，考虑一家人在漫步中发生了什么事？最后是怎么解决的？找出漫步的人、时、地、原因。这样，通过朗读，初步感知了课文内容，同学不知不觉地神游其中，与作者在情感上产生共鸣。三、师生合作，初步发现在同学初步感知课文内容后，我引导同学把目光投向课文的第一、二节，找出并品味这两节中比拟“特别”的词语和句式，如：“我们在田野漫步：我，我的母亲，我的妻子和儿子”这句话，讨论作者为什么要这样表达？这与习惯上的表达方式有什么不同？作者为什么在开头郑重其事地推出这样一个镜头？这样，通过比拟、讨论，归纳出本文语言的主要特点——举轻假设重。同学经过自主探究，发现本文用词、句式的不同寻常，切入到本课的主要目的——通过语言的探究，品味课文深长的意味。同时老师在适当的时候可进展归纳，帮助同学把对详细内容的推敲上升到理性的认识。四、自主探究，小组合作在前面同学自己阅读、发现的根底上，分四人小组合作，圈画后面几节文字中表达“举轻假设重”的句式与词语，进一步探究语言。这样，小组活动，师生互动。然后，每个小组派代表与全班交流，可选择一个句子或一个词语。本文运用“举轻假设重”方法的词语和句式很多。在讨论这些词语时，主要是要分析^p这些词语是如何“举轻假设重”的，是如何把小事看成很大的。我在交流中适当引导，同时创设问题情境引发同学考虑，培养他们的发散思维，浸透情感教育。提出“母亲和儿子两人意见不统一，为什么要用‘分歧’这么大的词？”等问题。同学围绕问题考虑讨论、发表见解，体会意境，逐步领悟做人的道理，得到情感的熏陶。在讨论中“举轻假设重”的句式时，我注重锻炼同学寻找关键语句理解课文主旨的才能，通过同学自主探究，交流合作，最终挖掘出课文主旨，充分表达同学在学习过程中的主体地位。如文中表达主旨的一句话：“我的母亲虽然高大，然而很瘦，自然不算重；儿子虽然很胖，毕竟幼小，自然也轻。但我和妻子都是渐渐地，稳稳地，走得很仔细，好似我背上的同她背上加起来，就是整个世界。”这句话在句式上整散结合，使语言显得错落有致，同时也使更有深意，富有哲理，它是的主旨所在，它暗示着中年人肩负着承前启后的重任，对生活的一种使命感。在讨论时，我让同学反复朗读、品味，鼓励他们对这句话发表独特见解，挖掘出主旨，感受字里行间的亲情与责任感，形成尊老爱幼、珍爱亲情、珍爱生命的美妙的思想感情。五、拓展，强化发现在这里，我设计了这样的环节：《漫步》这篇选进教材时删了三处文字，我出示这三句话让同学进展比拟阅读。因为讨论编者的删改意图相对于初一同学有一定难度，我先请同学评价删改的效果，再揣摩编者的意图。我尽量让同学发表自己的意见，“且放杜鹃林中啼”，因为作者、编者与我们是平等的，从而养成同学平等审视的意识。然后，我又努力调动同学的积累，向课外拓展。指出举轻假设重的语言能把小事情写得庄重、意义非凡，有些能使变得轻松幽默。引导同学联想平时生活或阅读中类似的例子，从而使同学可以关注生活中的语言。在同学理解运用之后，我进一步点明：语言运用上有举轻假设重，也有举重假设轻。并引导同学举例分析^p。最后进展小结：无论是举轻假设重还是举重假设轻，关键要注意场合，把握分寸，得体是前提，在这个根底上，再追求个性化的表达，形成自己的特色、风格。然后，我出示北京申奥时何振梁先生的一席话让同学课后去仔细品味语言的得体、精妙。六、比拟：验证发现在课文后面有一篇题为《三代》的短文，主题与《漫步》相近，又有差异，情节差异较大，语言风格也各有千秋。可让同学进展比拟阅读，验证发现，讨论哪个故事更感动？并说说理由。阅读是个性化行为，“感动”这种情感更是个性化的，因此鼓励同学言之成理即可。这项任务假如来不及在课上完成的话，就作为一项研究性的作业，向课外拓展，深化探究。七、反思与小结在反思与小结这个环节，我先是让同学联络实际谈谈通过本课学习后的收获和启示。设计这样一个空白点，不仅使同学在回味中对本节课稳固了认识，同时也培养了同学良好的学习习惯。然后我进展总结，并播放歌曲《常回家看看》，师生齐唱。这样，再次把课堂气氛推向高潮，增强同学的情感体验。八、作业布置我根据本课的教学重点，布置了两个作业：1、老师的建议：大家把带回家和爸爸妈妈一起读，也许会有更多的收获。我认为与父母共读，亦是多角度阅读的一种形式。也是孩子与成人的一种交流。2、尝试用“举轻假设重”的写法，描绘自己生活中被小事感动过的经历或者值得一写的“生活细节”，展现语言魅力，描绘生活之美。引导同学关注生活，品味生活。因为理论是最好的学习途径，读与写有机结合、相得益彰，并使同学做到学以致用。九、板书设计本课的板书，我把它分成主板和副板，主板设计了一个围着“爱”字的心形，四个人物的位置也做了处理，这些都紧扣住了的主旨。同时，也让同学在有限的课堂时空中获得无限的美的享受。副板的设计扣住的重难点，起到“画龙点睛”的作用。漫步说课稿ppt篇三1、整体感知课文内容，进步审美情趣。2、通过自主、合作、探究的学习方式，培养尊老爱幼，珍爱生命的情感。3、体会文章用人物性格来表现文章主题的写作思路。1、感悟文章所提醒出来的一条家庭道德准那么：上有老，下有小，两头无法兼顾时，应该照顾老的一头。2、理解文章是如何围绕主题思想来写的。1、课堂导入二十年后，假设你和爸爸、妈妈、妻子、儿子(或女儿)同乘一条船过河，突然船翻了，大家都掉进水里，只有你会游泳，而你只有才能救一个人，你救谁?师：请考虑好，救谁呢?为什么?设想：(生：离我最近的。生：救妈妈，妈妈最亲。生：女儿，她以后的路还长。)师：你感到选择的困难了吗?难以选择，是因为复杂的亲情!好，既然家人对于我们每个人来讲是如此重要，那我们都要尽力的维护好自己的家，但光靠一个人的力量够吗?(学生答复)每个人在家中都扮演着不同的角色，因此都应该尽自己所能营造和谐的家庭气氛。今天我们就来看一看莫怀戚笔下的家庭是怎样的?它又能带给我们怎样的启示呢?请同学们翻开课文。2、整体感知a、听录音，要求l采用圈点法标出读错的字词。l朗读时要注意文章的感情基调、语气、语调、语速、重音几方面。b、积累字词fēnqí(分歧)xìnfú(信服)背bēi(背人)bèi(后背)chāisàn(拆散)霎时(shà)水波粼粼(lín)嫩芽(nèn)熬过(áo)各得其所：每一个人或事物都得到适宜的安排。不知所措：不知道怎么办才好，形容受窘或发急。委屈：受到不应有的指责或待遇，心里难过。c、答复以下问题。a、漫步的人有：母亲、我、妻子、儿子b、漫步的地点是：田野c、漫步的季节是：初春d、漫步的过程中发生了：分歧(用原文中的一个词来答复)3、细读课文，分析^p理解，讨论：你在这些人物中最欣赏哪一位，为什么?(请同学在文中找出有关“我”孝顺的段落或语句。)师注意：尽量引导学生说出理由，在适当时候，由老师或学生提出反驳，看其是否能站得住脚，能否坚持住观点。关于“我”：你认为“我”是怎样一个人?(孝顺，仁慈的人)请同学在文中找出有关“我”孝顺的段落或语句。(“母亲本不愿出来的，……就象我小时候很听她的话一样。”为母亲的身体着想，不把母亲当负担，硬要母亲出来，在初春的好天气里运动运动，对老年人有好处。)(“一霎时，我感到了责任的重大。……我说：‘走大路。’”很尊重老人家的意见，知道母亲伴同“我”的日子不会很长，所以很珍惜和母亲在一起的幸福光阴。)(“这样，我们在阳光下……背起了儿子。”)关于我的母亲：文中的奶奶又是怎样一个人呢?(善解人意，保护小辈)请同学在文中找出有关奶奶善解人意，保护小辈的段落或语句。(“母亲本不愿出来的。……就像我小时候很听她的话一样。”母亲很害怕自己给儿子、孙子、媳妇造成费事，怕成为他们的拖累，所以宁愿一个人在家)(“但是，母亲摸摸孙儿……母亲对我说”母亲很为小辈着想，不愿意为难自己的儿子，更不愿意为了自己而搅了一家人出游的兴致)关于儿子和妻子：老师：文中对妻子、儿子着墨不多，但他们也在尽自己所能维护着家的温馨和谐。那，请同学来说一说你对妻子、儿子的印象又如何呢?学生小结老师评述：儿子天真活泼，聪明伶俐也非常懂事，在爸爸作出决定后他欣然承受没有一点蛮横无理的态度。老师：我们再进一步思索，从儿子身上有没有折射出家庭教育因素呢?(这家人有良好的家风，对孩子疼爱但不溺爱。我们说典范的力量是无穷的，父亲就作出了很好的典范。儿子看到爸爸孝敬奶奶，长大后他也一定会像爸爸一样孝敬自己的父母，俗话说得好“父母是孩子最好的老师”“言教不如身教”，从小到大孩子就是在这潜移默化中学会了做人的道理。)学生小结老师评述：从文中看，妻子很贤良，是位慈祥的妈妈和孝顺的儿媳。对丈夫温顺有理，对婆婆尊敬有加，对儿子关心倍至。在她身上也浸透了尊老爱幼，孝敬父母的高尚情操。老师总结：本文无论写谁，作者在字里行间都表达一种永久的情感：亲情。(老师：通过对四个人物的描写，这个“亲情”又浸透了哪些情感?)(“我”和母亲之间、妻子和儿子之间——母子情)(“我”和妻子之间——夫妻情)(母亲和儿子之间——祖孙情)4、研讨合作(1)大讨论a、假如你是文中的“我”，你会作什么选择?b、文中最后，分歧是怎么解决的?你从中感受到了什么?(2)说一说，想一想“我”和妻子是如何背着母亲和儿子走过那条小路的?为什么说“我背上的同她背上的加起来，就是整个世界”?——明：“世界”这个词是大词小用,突出了中年人的责任,既要赡养老一代,又要抚养下一代,肩负着承前启后的重大使命。5、质疑品味：a、划出自己最难理解的句子，提出问题，在课本的空白处写出。b、找出你感受最深，觉得最值得体味的句子，读出来，并说说你的感受。可能出现的句子：“这是南方初春的田野，大块小块的新绿随意地铺着，有的浓，有的淡;树上的嫩芽也密了;田里的冬水也咕咕地起着水泡。这一切都使人想着一样东西——生命。”——明：春回大地，万物复苏，暗示“生命”的活力。这是对生命的高歌，对生命的礼赞。“她如今很听我的话，就像我小时候很听她的话一样。”“我的母亲老了，她早已习惯听从她强壮的儿子;我的儿子还小，他还习惯听从他高大的父亲。”——明：包含着老人对子女的依赖如同子女幼小时对父母的依赖这样的人生哲理。6、老师总结：这是一篇优美的散文，颂扬了我国人民尊老爱幼的传统美德。文章只选取一个三代同堂的普通家庭一次漫步的小事来写，但却表现了一个重大的主题。(小事情表现大主题——以小见大)所以同学们对生活中的小事一定要仔细观察，用心感受，才能有真情实感的好文章。7、联络生活：不管你喜欢文章中的哪一个人物，总之，这个家庭，这三代人都是我们为之羡慕的，因为他们很和睦，很温馨，因为他们在出现分歧的时候，彼此之间都有着一颗尊老爱幼的心，一颗互相理解的新。通过学习这篇课文，假设这样的分歧也同样出如今你的家里，我们不妨来想一想：当你晚上吃完饭，全家人聚在一起看电视的时候，爷爷奶奶要看戏剧，父亲要看新闻，母亲要看连续剧，而你要看动画片，此时，假如遥控器掌握在你手中，全家人都听你的，你该怎么办?提问最多不超过五位同学。归纳：说明一个家庭的道德准那么：上有老，下有小，当两头无法兼顾时，应该照顾老的一头，先考虑老人的感受，因为他们已经辛苦了一辈子了，不容易。毕竟“孝顺第一”是中华民族的传统美德。8、作业：漫步说课稿ppt篇四尊敬的各位评委老师：你们好！我今天说的课题是《漫步》。下面我从八个方面说这堂课的设计：1、课标与文本关系；2、学情分析^p；3、教学目的；4、教学重点和难点；5、教法和学法；6、教学过程；7、板书设计；8、评价分析^p。下面我先来说第一个方面：莫怀戚先生所写的这篇文质兼美的散文《漫步》是义务教育课程人教版七年级上册第五单元的一篇自读课文。它不仅为我们展示了一幅家人漫步时互敬互爱、融洽和睦的画卷，更为我们谱写了一曲尊老爱幼的颂歌。相信随着作者一家人漫步过后，我们每一位朋友都会陶然沉醉于家的温馨和美之中，也会浸润在血浓于水的暖暖亲情里，更会加倍珍惜我们生命历程中的每一个落日和朝阳。《新课标》强调审美体验，注重引导学生设身处地、身临其境、用情感和心灵去感受、欣赏、评价文学作品，进而受到优秀作品的感染和鼓励，得到情感熏陶，获得思想启迪，享受审美乐趣。本单元的主题是人生体验。集人性美、情感美、景物美和语言美于一体的.《漫步》要想在"人生体验"中到达体验人生的目的，就需要学生真正走进文本，用心灵和情感去感受、体悟。根据《语文课程标准》的根本精神，语文课的主要目的是要培养学生的品德修养和审美情趣。本课对象是七年级学生，这个年龄段的学生有强烈的好奇心和旺盛的求知欲。但对生活的观察不够细致，缺乏生活体验，又由于社会上一些不良因素的误导，许多学生尊老爱幼的观念比拟淡薄，没有形成正确的家庭伦理观，因此需要老师进一步加强教育。基于《新课标》三个维度的理念，我确定了如下教学目的：知识与才能目的：1、有感情地朗读课文，整体感知课文内容。2、品味课文清新质朴的语言。3、理解最后一句话的深化含义。过程与方法目的：学会自主、合作、探究的学习方式。情感态度价值观目的：通过本课的学习，感知文中蕴含的家人之间深沉的爱，培养尊老爱幼的传统美德。教学目的的设置力求符合学生的认知规律，即整体感知--部分思维--迁移拓展。那么，如何将目的转化成现实？这就要看重难点的准确定位了。青少年思想不成熟，易受不良因素的影响，较难形成正确的家庭道德伦理意识。同时散文诗意的语言更是令人咀嚼不已、玩味无穷。因此，我把教学重点确定为：重点：〔1〕培养尊老爱幼的思想感情，感悟亲情美，进步学生人文素养。〔2〕揣摩精巧词句，品味语言的美；难点：理解具有象征意义的最后一句话。那么，采用什么方法将重点化解到教学中，又如何引领学生寻找解除难点这一杂症的灵丹妙药就成了当务之急。法宝就在下面的教法和学法这一环节中。1、教法：以朗读及朗读指导为经，以引导学生感悟、品味、讨论、探究为纬。经纬交织的方法。老师运用情景导入、借用多媒体来辅助教学，有利于扩大教学的容量，并且可以使教学内容更加形象、直观，有利于调动学生学习的积极性，增强知识的兴趣性。2、学法：通过自主、合作、探究的学习方式，抓关键语句，深化思索，反复品味，加深感悟，提升感情。教法和学法这把双刃剑怎样才能游刃有余地在课堂这块阵地上发挥威力呢？重难点这两种溶质又如何充分溶解在教学过程这一溶剂中，变成营养丰富的溶液被学生吸收继而实现教学目的呢？这就要看下面的环节--教学过程的施行了。我的教学过程设置了八步，分别是：〔一〕情景导入，激发兴趣；〔二〕目的展示，把握方向；〔三〕初读课文，整体感知；〔四〕品读课文，赏析语言；〔五〕再读课文，感悟亲情；〔六〕凝神细想，独抒性灵；〔七〕老师寄语，升华亲情；〔八〕、课后作业，理论检验。我们先来看第一个环节：〔一〕情景导入激发兴趣看公益短片《妈妈洗脚》学生谈感受。设计意图：激发学生的学习兴趣，短片中温馨的画面和质朴的语言，让学生快速的进入情境中，也为学生感知课文内容作了准备。〔二〕目的展示把握方向设计这一板块是因为学习目的对教与学起统帅作用，使学生的学习有明确的方向性。〔三〕初读课文整体感知齐读课文，考虑以下问题：1、用简洁的语言概括文章的主要内容。〔旨在让学生对文本整体感知〕2、漫步的过程中发生了怎样的事情？结果如何？设计意图：此环节要求学生齐读课文后自主学习，培养从文章获取信息及概括事件的才能，在第二个问题中要引导学生考虑：在面对分歧时，"我"为什么决定顺从母亲而委屈儿子，从而得出结论：在两头不能兼顾时，照顾长辈，因此得知"我"的处事原那么是"孝"，初步感知了作者的情感。〔四〕品读课文赏析语言1、找出文中含义深化的字词句或能打动你的句子品析。学法指导：例如："我的母亲又熬过了一个严冬"既写出了母亲忍受痛苦度过严冬的情景，又写出了"我"为母亲安然无恙而庆幸的心情。〔1〕学生在课本上用圈点勾画法作批注。提示：写景美的句子、细节动人的句子〔2〕请学生将他们找出的词句读出来并赏析，老师适当指导。2、感悟语言的对称美预先出示一个句子：前面也是妈妈和儿子，后面也是妈妈和儿子，让学生说说这个句子的特点，最后学生从课文中找出这样的对称的句子齐读。设计意图：品味积累语言是本课的重点，《语文课程标准》中指出要感受作品中人物的形象和优美的语言，体味和推敲重要词句在语言环境中的意义和作用。先让学生分小组合作探究，在圈点勾画中品读考虑，在朗读品味中感悟，老师作必要的补充和归纳。引导学生掌握一些规律性的东西，学会在以后的阅读、作文中运用学到的方法去赏析语言，运用语言。〔五〕再读课文感悟亲情1、指名读6、7段。2、扮演角色，心灵对话。学法指导：面对分歧时，"我"为什么决定走大路，妻子、儿子是怎样想的，母亲为什么改变主意走小路？分角色用话外音的形式将各人心中所想表现出来，不仅要注意文中表现出来的内涵，还要擅长结合情景体悟人物心理和性格。3、这个家中三代四口人，给你留下了怎样的印象。设计意图：《语文课程标准》中提出在开展语言才能的同时开展思维才能，激发想像力和创造潜能，所以设计了"扮演角色，心灵对话"这一环节，让学生走进文本，不仅能找出文中有形的东西，还能发现文本中没有写出来的〔无形〕的东西，以锻炼学生的想像及创新思维才能。在谈对人物印象这一环节中培养学生的归纳概括才能，让学生感受到正因为这一家人尊老爱幼，互相关爱，这个家庭才会如此和谐温暖。4、齐读最后一段，理解最后一句话的深化含义。学法指导：注重这句话的象征意义。设计意图：《语文课程标准》中指出，欣赏文学作品要有自己的情感体验，能领悟作品的内涵，让学生在探究合作中解决疑难。重点理解这个句子，不仅要理解它的表层含义，更要理解它的象征意义：中年人的责任重大，既要赡养老一代，又要抚养下一代，中年人是承上启下的角色，一个家庭是这样，一个民族、一个国家也是这样。至此学生才准确把握了作者的思想情感。同时老师进一步补充培根的名言，一个外国人如此欣赏中华民族的优良传统，作为一个中国人就更应该坚持和发扬，培养学生民族自豪感！〔六〕凝神细想独抒性灵1、作者抓住了生活中一个平凡的镜头--漫步，写出了一家人之间真挚而深沉的爱，谱写了一曲尊老爱幼的赞歌。想一想，在你们的身边，有这样〔尊老爱幼〕的事例吗？2、请以"爱"、"家"或"亲情"为开头写一组对称的比喻句。设计意图：第一个问题的设置旨在让学生在平凡的生活中去寻找，去发现，去感受亲情之美，既符合本课的主题，又使学生受到潜移默化的影响，引导学生发现亲情，感受亲情，珍爱亲情。为了学以致用，练习对称句式的写法，也为了借助文本激发学生与心灵对话，与生活对话，所以设计了第二道题，让学生赏听歌曲《让爱住我家》，完成课堂练笔。在音乐的激荡下，学生尘封已久的记忆犹如洪水般一泄如注，思绪也随之荡漾开来，平日里被忽略的小事此刻都变成了爱的泉，在汩汩流淌在每一位同学的心田。于是下笔如有神助。〔七〕老师寄语升华亲情亲爱的同学们：家，是一个幸福的摇篮，需要我们用心灵来呵护。家，更是一副沉沉的担子，需要我们每个人用责任来担当。只有这样，我们才能撑起一片爱的天空，营造一个幸福的家园。最后送给大家一副对联：上联：全家四口早春漫步互谦让下联：祖孙三代风雨人生相依偎横批：相亲相爱把这副对联送给大家，让我们所有的家都永远充满爱，永远洋溢着浓浓的亲情。设计意图：这一环节的设置将本节课的教学推向高潮，师生到达情感的共鸣，进步了学生的人文素养。〔八〕、课后作业理论检验1、为你的长辈做一件你力所能及的事〔如"洗脚"、"洗衣"、"梳头"等〕2、将这一过程及感受写成一篇300字左右的短文。设计意图：行胜于言，由言到行，行后有感，学生能将本节课学到的知识运用到生活中去，并承受来自于生活的检验，用笔将感受表达出来完成了对写作才能的培养。漫步说课稿ppt篇五老师同学们下午好，我说课的题目是《漫步》。我主要从说教材、说教学目的、说教学重点与难点、说教法学法以及说教学程序这五个方面来对这篇课文进展分析^p。莫怀戚的《漫步》是七年级语文上册第五单元的第三课。本单元是以家庭、亲情为主题的，前两课重在写家庭矛盾、冲突给家庭成员造成的“精神虐杀”和心灵伤害，后三课重在展现温馨、和美的家庭气氛。五课分别从正反两个不同角度来讴歌亲情，引导学生感悟建立怎样的家庭人际关系，才能实现和谐的家庭格局。本课在本单元中起着承上启下的作用，因此本课在本单元的地位是非常重要的。根据《语文课程标准》的详细要求和本教材的构造与内容的分析^p，结合七年级学生他们的认知构造及其心理特征，我确定本节课的教学目的如下：1、准确、流利、有感情地朗读课文；2、揣摩词句含义，品味本课的语言美；3、培养尊老爱幼的思想感情，进步学生的人文素养。教学重点有两个:一是揣摩本文的精巧词句，品味语言的美。二是培养尊老爱幼的思想感情，进步学生的人文素养。教学难点是：如何理解本文具有象征意义的最后一句话。根据：最后一段话较为抽象，七年级的学生还不具备深化理解的根底，需要老师加以点拨。本文通过生活小事和细节表达亲情美，学习本文正是调动学生的生活体验以感悟亲情的一次极好的机缘。所以我确定课堂构造为以情感为线索，贯穿对文本的品味，使学生能真正承受一次心灵的洗礼，从而形成正确的家庭道德伦理准那么。七年级的学生已初步具有自主、合作、探究学习的才能。为了突出重点，打破难点，在与教学目的亲密联络的条件下，我采用以下的教法和学法。首先是教法：1、美读引路，涵泳亲情。这篇散文，虽语言平易朴实，但内涵丰富，耐人寻味。如小家伙突然叫起来：“前面也是妈妈和儿子，后面也是妈妈和儿子。”因此，要让学生品出其中的语言美、人情美，需要采用丰富多样的朗读形式，如听录音、学生跟读、学生自由读、老师范读、学生齐读等。2、以写促读，深化感情。《漫步》之美就在于以小见大，反映尊老爱幼的社会美德。学习这篇课文，不仅要让学生学到知识，更要让学生承受灵魂的洗礼，懂得家庭成员之间要互相谦让，互相体贴，互敬互爱，这样才能使家庭稳定幸福。在触动学生内心情感，激发其写作欲望的前提下，要求他们为亲人写一张贺卡。3、媒体辅助，增色课堂。运用多媒体，帮助学生理清思路，增强直观性，适时给予学生朗读、品味方法的指导，表达人文性。其次是学法，主要有两种方法:1、一是圈点勾画法。让学生勤动笔墨，养成良好习惯。2、二是朗读感悟法。让学生抓住关键语句反复朗读，从中体会思想感情。主要分为五个步骤:1、营造气氛，议论亲情。播放歌曲《我爱我家》，通过优美的旋律和诗化的歌词，唤起学生的生活体验，引发学生对“家”进展认真审视，从而架起文本与生活有效沟通的桥梁。然后请学生自由发言，畅谈对“家”的理解。2、初读课文，认识亲情。听课文录音，让学生跟读，整体感知文本，用简练的语言讲述漫步过程，理清作者的行文思路，并设计一些较简单的问题，让学生快速抢答。这样既可以培养学生的听读才能、感知才能以及综合概括的才能，又可让学生轻松走进文本，与文本进展浅层的直接的情感交流，真正表达新课标“以人为本，全面开展”的教学理念，同时又能为下一步合作探究搭建平台。3、品读课文，享受亲情。让学生有感情地自由朗读课文，画出自己认为最美的最能表现亲情的最有深意的句子，并加以品析，说说它美在哪里。然后互相交流心得，在合作与品味中挖掘尊老的内涵，以突出教学重点。最后指名朗读文章最后一段，老师点拨，让学生理解主旨，打破难点，并体会以小见大的写作方法。在教学过程中，让学生找自己喜欢的语言品析，玩味，充分表达了学生的主体地位，让学生感受到学习过程的愉悦。在探究过程中，尊重学生的个性，诱发学生的悟性，给学生充分自主的空间，让他们去圈点勾画，去品味语言的精妙，感受亲情的温馨，探究生命的真谛，从而全面进步学生的语文素养和人文素养。4、拓展延伸，拥抱亲情。家因为有了深深的爱而温馨，家庭生活因为有了浓浓的亲情而美妙。看到莫怀戚一家人温馨和谐，互敬互爱，想必同学们心中感情的弦也被拨动了，有千言万语想对亲人倾诉。请同学们以“亲情”为主题，写一段50字左右的温馨短语在贺卡上送给亲人。语文是理论性很强的课程，因此要求语文教学要联络生活。设计学生抒写对亲人的祝福，就是激活学生的生活体验，让他们在亲情的体验中加深对文本的解读，形成他们对社会、人生的双向理解，获得对生命意义和生命本质的认识。5、总结全文，表达祝福。亲爱的同学们：家，是一个幸福的摇篮，需要我们用心灵来呵护。家，更是一副沉沉的担子，需要我们每个人用责任来担当。只有这样，我们才能撑起一片爱的天空，营造一个幸福的家园。下面是老师在资料中看到的由本课生发的一副对联。上联：全家四口早春漫步互谦让下联：祖孙三代风雨人生相依偎横批：相亲相爱把这副对联送给大家，让我们所有的家都永远充满爱，永远洋溢着浓浓的亲情。我的说课完毕，谢谢大家!漫步说课稿ppt篇六尊敬的各位领导、亲爱的老师们：大家下午好!今天我说课的内容是七年级上册第五单元第23课《漫步》。本次说课设计三大板块：教学准备、教学过程和教学反思，下面我将根据语文课标，从全程说课的备、讲、练、批、辅、考、评、纠、补、研、悟、能十二个环节解读我对本课的认识和教学思路。1、教材分析^p：《漫步》选自七年级上册第五单元，本单元所选文章以家庭亲情为主题，浓浓亲情动人心弦。《漫步》是一篇文字粗浅，情感温暖的美文，作者抓住日常生活中的琐事娓娓道来，情真意切，字里行间流露出对亲人的关爱，对家庭的责任，对亲情的赞美，是一篇从平凡小事中写亲情的典范作品，题材极其平凡，意蕴却非常丰富。学习本文，要引导学生用心发现亲情、感受亲情并珍爱亲情。本文是一篇自读课文，在充分预习的根底上我准备用一个课时完成教学的主要内容。2、教学理念：语文课程的性质是工具性与人文性的统一;语文课程必须面向全体学生，使学生获得根本的语文素养;语文课程必须遵遁语文的特点;自主、合作、探究性的学习方式应得到积极的提倡和践行;语文课程还必须包容学生的生活经历，并有助于学生与课程文本的互动。3、教学目的：知识与才能目的：①有感情地朗读课文，感知课文内容。②揣摩词句含义，品析文章清新质朴的语言。过程与方法目的：在合作探究的过程中让学生学会阅读、理解、品味美文，养成良好的学习习惯。情感态度价值观目的：感知文中蕴含的家人之间深沉的爱，培养尊老爱幼的良好品德。4、教学重难点：重点：①感受文章浓浓亲情，增强学生的家庭责任感。②揣摩精巧词句，品味语言的美。难点(关键点)：理解文章最后一句话的象征意义，品味文章深化含蓄的意蕴。根据《语文课程标准》的根本精神，语文课的主要目的是要培养学生良好的品德修养和审美情趣。七年级学生拥有强烈的好奇心和旺盛的求知欲，活泼好动，不喜欢被动地承受知识，初步具有自主、合作、探究学习的才能。但缺乏良好的观察生活的品质，对生活缺少体验，更谈不上审美了，亲情观念比拟淡薄。那么本课学习正好发挥学生特长，引导学生重新去感悟和理解亲情，学会尊老爱幼。教法：这里我设计了主问题：以“字、词、句、段对人物的表现作用”为话题，自选文句并联络上下文用简洁的语言进展评点。它有着“一问能抵许多问”的牵引力，引领着学生从多个角度品析语言、欣赏语言，同时本文主要写“我”这个成年人的感受，学生对课文的理解与感悟会遇到一定的困难，于是必要的点拨显得尤为重要，因此我设计了情景导入、朗读品析、研讨点拨、多媒体课件辅助等多种教法，通过这几种教法的结合，让学生更好的领悟课文。学法：《语文课程标准》中要求学生品味作品中富有表现力的语言。所以先让学生熟读课文，整体感知课文内容，然后引导学生自主合作探究，用圈点勾画的学习方法找出含义深化的字词句或细节动人的句子进展品析，最后抓关键语句再读课文，深化考虑，领会课文深长的意味，进步学生的思维才能，培养尊老爱幼的情感，在学习中充分调动学生的积极性，充分发挥学生的主观能动性，让学生真正成为学习的主人。在施行教学流程板块，我设计了“情景导入渲染亲情”、“初读课文整体感知”、“品读课文赏析语言”、“再读课文，感悟亲情”、“拓展延伸升华亲情”、“总结全文表达祝福”、“课后作业真行实感”七个步骤落实全课程备、讲、批、辅、考、评、纠、补、研、练、悟、能十二个环节。(一)情景导入渲染亲情——悟练能看公益短片《妈妈洗脚》，学生结合自己的家庭谈感受。设计意图：以情景导入法营造与课文内容相吻合的浓浓的亲情气氛，短片中温馨的画面和质朴的语言让学生快速的进入情境中，从而激发学生的学习兴趣，也为学生感知课文内容作了准备。(二)初读课文整体感知——练能辅学生齐读课文，考虑以下问题：1、课文写了哪几个人物?主人公是谁?用简洁的语言概括文章的主要内容。(旨在让学生对文本整体感知)2、漫步的过程中发生了怎样的事情?结果如何?请你用自己的语言概括。(用文中的语言也可以)设计意图：读是学生对课文内容最直接、最真切的感知，也是学生自主与文本对话、与作者进展情感交流最直接的方式。所以，在这一部分老师要给予学生充分的时间，让学生深化到文章中去理解、品味而不要流于形式。此环节要求学生齐读课文后自主学习，培养从文章中获取信息及概括事件的才能，在第二个问题中要引导学生考虑探究：面对分歧，“我”为什么决定顺从母亲而委屈儿子，从而得出结论：在两头不能兼顾时，应照顾长辈，因此得知“我”的处事原那么是“孝”，初步感知了作者的情感——尊老。(板书人物和尊老)(三)品读课文赏析语言——练悟讲1、用你最喜欢的方式朗读，找出你认为写得最精彩的地方，或能打动你的句子从不同的角度品析语言美点。学法指导：(1)学生在课本上用圈点勾画法作批注。(提示：写景美的句子、细节动人的句子)(2)请学生将他们找出的词句读出来并评点，老师适当指导。事例点拨——诗意的背景美例如：这南方初春的田野，大块小块的新绿随意地铺着，有的浓，有的淡;树上的嫩芽也密了;田里的冬水咕咕地起着水泡。这一切都使人想着一样东西——生命。“南方初春的田野”“新绿”“嫩芽”“咕咕的冬水”作用：美丽的风光衬托了人物愉快的心情，也是作者庆幸母亲又熬过了一个酷冬的心情的写照。作者从春景联想到生命，希望母亲也像这春天里的万物一样，充满生命的活力，希望母亲安康长寿。事例点拨——写人的细节美例如：“我的母亲又熬过了一个严冬”。“熬”字能去掉吗?“熬”既写出了母亲忍受痛苦度过严冬的情景，又写出了“我”为母亲安然无恙而庆幸的心情，表达我对母亲的悉心照顾。2、感悟语言的对称美事例点拨——语言的对称美预先出示一个句子：“前面也是妈妈和儿子，后面也是妈妈和儿子“，让学生说说这个句子的特点，然后从课文中找出这样的对称的句子朗读并体会妙处。共同点及作用：简洁、整齐、匀称，互相映衬，很有情趣。读起来连接流畅，富有形式美和音乐美。增强了表达效果。设计意图：品味积累语言是本课的重点，《语文课程标准》中指出要感受作品中人物的形象和优美的语言，体味和推敲重要词句在语言环境中的意义和作用。先让学生在圈点勾画中品读考虑，在朗读品味中感悟，老师作必要的补充和归纳。引导学生掌握一些规律性的东西，学会在以后的阅读、作文中运用学到的方法去赏析语言，运用语言。(四)再读课文感悟亲情——练悟1、扮演角色，心灵对话。指名学生读6、7段。2、这个家中三代四口人，给你留下了怎样的印象。设计意图：《语文课程标准》中提出在开展语言才能的同时开展思维才能，激发想像力和创造潜能。面对分歧，“我”为什么决定走大路，妻子、儿子是怎样想的，母亲为什么改变主意走小路?所以设计了“扮演角色，心灵对话”这一环节，让学生走进文本，用话外音的形式将各人心中所想表现出来，不仅要注意文中表现出来的内涵，还要擅长结合情景体悟人物心理和性格(比方:母亲疼爱孙子，满足他的要求;谅解儿子，理解他的难处。)以锻炼学生的想像及创新思维才能。在谈对人物印象这一环节中培养学生的归纳概括才能，让学生感受到正因为这一家人尊老爱幼，互相关爱，这个家庭才会如此和谐温暖。3、“一霎时我感到了责任的重大。”“我”为什么感到责任重大?学法指导：大路平顺，便于老人行走，况且母亲身体不好。文中第2段交代了母亲的身体情况，为下文埋下伏笔。“我”为什么感到责任重大?学生根据课文可能答复，因为一切都取决于我。本段中告诉了我们：“我的母亲老了，她早巳习惯听从她强壮的儿子，我的儿子还小，他还习惯听从他高大的父亲，妻子呢，在外面，总是听我的。”引导学生认识到在这个家庭中，“我”正好处在中间，上有老下有小，假如一旦抉择错误就会伤害家中成员的感情，破坏家庭的和睦，破坏家中这份浓浓的亲情。(这个祖孙三代人家中包含着祖孙情、母子情、夫妻情、父子情)正是由于这四种亲情纠缠在一起，而他们又取决于“我”，所以“我”感到了作为中年人责任的重大。4、齐读最后一段，理解最后一句话的深化含义。(重点研读)设计意图：《语文课程标准》中指出，欣赏文学作品要有自己的情感体验，能领悟作品的内涵，让学生在探究合作中解决疑难。重点理解这个句子，不仅要理解它的表层含义，更要理解它的象征意义：这句话写出了作者的使命感，既要赡养老一代，又要抚养下一代，是承上启下的角色，肩负重担，责任重大，一个家庭是这样，一个民族、一个国家也是这样。(五)拓展延伸升华亲情——补悟作者抓住了生活中一个平凡的镜头——漫步，写出了一家人之间真挚而深沉的爱，谱写了一曲尊老爱幼的赞歌。想一想，在你们的身边，有这样(尊老爱幼)的事例吗?设计意图：让学生在平凡的生活中去寻找，去发现，去感受亲情之美，既符合本课的主题，又使学生受到潜移默化的影响，引导学生发现亲情，感受亲情，珍爱亲情。(六)总结全文表达祝福——悟亲爱的同学们：家，是一个幸福的摇篮，需要我们用心灵来呵护。家，更是一副沉沉的担子，需要我们用责任来担当。只有这样，我们才能撑起一片爱的天空，营造一个幸福的家园。最后，老师把下面这副对联送给大家，让我们所有的家都永远充满爱，永远洋溢着浓浓的亲情。上联：全家四口早春漫步互谦让下联：祖孙三代风雨人生相依偎横批：相亲相爱(赏听歌曲《让爱住我家》，在温馨动人的气氛中完毕本课。)(七)课后作业真行实感——考1、真行：为你的长辈做一件你力所能及的事。2、实感：将这一过程及真实感受写成一篇300字左右的短文。漫步说课稿ppt篇七�����𾴵ä¸ï¿½î»ï¿½ìµ¼ï¿½ï¿½×¨ï¿½ò¡ï¿½ï¿½ï¿½ê¦ï¿½ç£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã¡ï¿½ï¿½ò½ï¿½ï¿½ï¿½ëµï¿½îµï¿½ï¿½ï¿½ä¿ï¿½ç¡ï¿½é¢ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½å´ï¿½ò¶ï¿½ï¿½ï¿½æªò²ï¿½ç±è½ï¿½ï¿½ï¿½ï¤ï¿½ä£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë½ì°ï¿½ï¿½ï¿½ï¿½ê¼¶ï¿½ï¿½ï¿½ï¿½ï¿½ï²ï¿½ï¿½ï¿½åµ¥ôªï¿½ï¿½ò»æªï¿½ô¶ï¿½ï¿½î¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò¶ï¿½ï¿½â¿î±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ëµò»ëµï¿½òµä¿ï¿½ï¿½ï¿½ï¿½ï¿½æ¡ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½ù¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½öªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ö¯í¬ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ìµï¿½ê±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ü¹ï¿½ï¿½ï¿½ï¿½ô¼ï¿½ï¿½ä»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½òªï¿½ï¿½ï¿½ý£ï¿½ï¿½ï¿½ê¦ï¿½ï¿½ï¿½ã¹ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½òªð´ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½ä¿ï¿½ï¿½ï¿½ï¿½ç´ºï¿½ï¿½ï¿½ï¿½ï¿½é¢ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½é£¬õ¹ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð³ï¿½à´¦ï¿½ï¿½ï¿½ï¿½ï¿½î»­ï¿½æ¡£ï¿½ï¿½ï¿½ï¿½ö®ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½æ£ï¿½ï¿½ï¿½òªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ­ï¿½ë¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ß½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ãµï¿½ô­ï¿½ï¿½ï¿½ï¿½í¬ñ§ï¿½ç¸ð¾ï¿½ï¿½ï¿½ñ§ï°ï¿½ï¿½ï¿½ï¿½ï¿½çºü¼òµ¥µï¿½ï¿½ï¿½ï¿½é£¬ï¿½ï¿½ã¿ï¿½ï¿½ï¿½ë¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ãµï¿½ï¿½ï¿½ï¿½é¡£ö»ï¿½ï¿½ï¿½ï¿½ï¿½ç²ï¿½í¬ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ëµï¿½ï¿½ï¿½ï¿½ï¿½ý²ï¿½í¬ï¿½ï¿½ï¿½ñ£ï¿½ï¿½ì¶èºï¿½ò»ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½è«ï¿½ï¿½ò»ð©ï¿½ï¿½í¬ê±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½è¶ï¿½ï¿½ï¿½ï¿½ï¿½í¬ñ§ï¿½çµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½öªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ö¶ï¿½ï¿½ï¿½ï¿½ëºï¿½ï¿½ï¿½ï¿½çµä¿ï¿½í·ï¿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¿½ò»ï¿½óªï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½é¡ï¿½ï¿½ï¿½ð³ï¿½ä¿ï¿½ï¿½ã·ï¿½î§ï¿½ï¿½îªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ãµï¿½ï¿½æ½ï¿½ï¿½ï¿½ï¿½ëºüºãµï¿½ï¿½ìµæ¡£ê±ï¿½ï¿½5�������ò¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¸ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½æ·î¶ï¿½ï¿½ï¿½ï¿½í¬ñ§ï¿½ï¿½ï¸ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ô¼ï¿½ï¿½ï¿½ï²ï¿½ï¿½ï¿½ä¾ï¿½ï¿½ó£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½æ·ï¿½ï¿½ï¿½ï¿½òªï¿½ï¿½ã¿ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½æ·ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò·ö±ï¿½ó²ï¿½í¬ï¿½ä½ç¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¾ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ô´ó¾ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ý³ï¿½ï¿½ï¿½ï¿½ï¿½×¥×¡ï¿½ø¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ç¡°ï¿½òµï¿½ä¸ï¿½ï¿½ï¿½ö°ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ö¼ï¿½ð´ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½í´ï¿½ï¿½è¹ï¿½ï¿½ï¶ï¿½ï¿½ï¿½ï¿½é¾°ï¿½ï¿½ï¿½ï¿½ð´ï¿½ï¿½ï¿½ï¿½îªä¸ï¿½×°ï¿½è»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½òµï¿½ï¿½ï¿½ï¿½é£»ï¿½ï¿½ï¿½ï¿½ï¿½ô´ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½øµã·½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ç¡°ï¿½ðµï¿½å¨ï¿½ï¿½ï¿½ðµäµï¿½ï¿½ï¿½ï¿½ï¿½ä¸ï¿½ï¿½òªï¿½ß´ï¿½â·ï¿½ï¿½ï¿½ï¿½â·æ½ë³ï¿½ï¿½ï¿½òµä¶ï¿½ï¿½ï¿½òªï¿½ï¿½ð¡â·ï¿½ï¿½ð¡â·ï¿½ï¿½ï¿½ï¿½ë¼ï¿½ï¿½ï¿½è£ï¿½ï¿½ï¿½ê½ï¿½ô³æ£ï¿½ï¿½ï¿½ê½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½ö½ï¿½ï¿½ï¿½ð£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ô´ó¸ï¿½ï¿½ë¸ï¿½ï¿½ï¿½ï¿½ï¿½ì¸ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð£ï¿½òªï¿½ï¿½ï¿½×¢ï¿½ï¿½×ªï¿½ï¿½ï¿½ï¿½ï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