人教版小学语文说课稿(八篇)

第页共页最新人教版小学语文说课稿(八篇)人教版小学语文说课稿篇一小学语文s版第二册24课《咕咚》是一篇童趣盎然、情节曲折的童话故事。课文讲的是一只小兔偶尔听见“咕咚”一声，吓得撒腿就跑，其他动物也跟着逃跑，只有狮子提出质疑，并且要去看看，这才让大家明白：“咕咚”原来是木瓜成熟掉到湖里发出的声音。这个故事告诉大家：听到或遇到任何事情，一定要动脑筋想想或去实地看看，不要盲目地跟随别人。这篇课文情节通俗易懂，但是篇幅较长，共有12个自然段，并且有较多的对白。根据语文课程标准的新理念，结合我对课文的分析^p与理解，并且充分考虑一年级学生的认知特点，我确定了以下的教学目的。1.认识13个生字，会写8个字。学习“?”、“?”两个新部首。2.正确、流利、有感情地朗读课文，并进展分角色表演。3.理解课文内容，知道“咕咚”终究是怎么回事。1.调动学生主动参与学习的积极性，培养低年级学生的朗读才能和口头表达才能。2.培养合作学习才能，让学生分组表演，实现师生多边互动。教育学生凡事要讲根据、眼见为实，不能道听途说，盲目地下结论。根据这三个维度的目的要求，我采取激趣促读、创设情境的教法，做到教与读结合、扶与放结合。引导学生采取自学探究、小组合作等学习方式来学习这篇课文。力求建立一个开放而有活力的课堂，使学生在感兴趣的自主活动中让语文素养得到全面进步。本课的教学重点为：一．识字、写字。二．理解并能有感情地朗读和表演课文。教学难点为：理解课文主旨，体会“听到任何事情，都要动脑筋想想或去看看，才能理解事情的真相。”这篇课文的教学设计为两课时。第一课时让学生初读课文，理清层次，通过合作学习，将课文中的大量对白组成小剧本，进展表演，再以句带段，以读带讲，深化分析^p课文，理解文章中心。第二课时主要学习生字、书写生字。运用多种形式，将枯燥的生字教学浸透于有趣的游戏、情境之中，通过摘木瓜、开火车的游戏，让学生轻松愉快地学习生字。以下我着重对第一课时的教学做进一步说明。一．创设情境，设置悬念，激趣导入。好的开端是一堂课成功的一半。正因为如此，我运用激趣导入，进展猜谜语、听声音比赛。利用课件引导学生的听觉、视觉、思维想象多渠道运作起来，积极参与到学习中。而且我还特别设计了个别声音用耳朵比拟难以区分，学生只好用眼睛揭开谜底，从而初步接触课文“眼见为实”的主旨。最后出示“咕咚”的声音，让学生猜猜这样的声音通常在什么情况下会出现，激发他们的想象力。让学生模拟发“咕咚”声，从而引出课题。并且告诉大家：千万别小看这个有点奇怪的声音，它可在森林中掀起了一场不大不小的风波呢。二．初读感知，理顺层次。通过老师的范读和学生自渎，让学生解决三个问题。1.文章有多少个自然段落？2.课文中出现了哪几种动物？3.根据插图，复述课文主要讲了什么故事？这个环节中，尽可能多的让学生复述故事，出示课文中的四幅挂图，要求学生按照“谁、在干什么、为什么这样”的顺序，完好地说说每幅图的意思，并且集体评议。发挥师生评价的作用，促进学生的认知，进步他们的语言表达才能。理清了课文的脉络，可以帮助学生从整体上把握文章，并且为下一步的合作学习奠定良好的基础。三．抠对白，制作小剧本擅长读书的人，会把书越读越薄。意思就是说在理解的根底上,要自己会归纳和总结。擅长学习的人，同样会把课文越学越精简。这篇长课文，情节却很简单，对白比拟多，我便引导学生自己用笔划出所有的对白，组成一个小剧本，养成不动笔墨不读书的好习惯。在这个过程中，老师要注意对学生的情感熏陶感染和示范作用，因此，我通过插图和创设情境，让学生把感受通过朗读表达出来。经过老师和学生之间的表演，学生和学生之间的表演，小组和小组之间的表演等屡次反复的朗读表演，让学生在表演中来体会短小的剧本所表达的故事精华。四．分组合作学习叶圣陶先生曾说：教是为了不教。而传统的教学弊端在于：老师用烦琐的教学分析^p占用了学生读书的时间。事实上，语文学科具有很强的理论性。当学生有迫切的学习兴趣，并且这篇文章又简单易懂，我便因势利导，让学生自己去学习。采用小组合作学习的方式，学生可以自由选择学习伙伴；自由选择学习内容；甚至可以自由选择学习的方式。使课堂上的师生之间、生生之间的情感信息交流呈现出双向和多向互动的场面，从而使学生始终保持一种自觉、主动、热情的学习状态。有了小剧本作为主线，我就做到由“扶”到“放”，放手让学生自主地学习，选择自己最喜欢的一句或者几句对白，找到课文出处，学习讨论整个段落中小动物的心理活动、动作反响、表达情绪的【关键词】：^p、朗读的语气等等。通过小组讨论，孩子们在全班交流了学习成果。如小兔的第一句对白，出如今第二自然段，孩子们紧扣“撒腿就跑”的这个动词，抓住小兔胆小的心态。充分发挥想象，“咕咚”终究是个如何可怕的东西。学生还能结合生活实际，形象地模拟“撒腿就跑”这个动作。其他动物的盲目跟随、慌乱紧张，狮子的好奇大胆、要一探究竟的场景都在合作学习中一一再现。学生通过自主学习、情感体验之后，带感情朗读便水到渠成。此时再次让学生整体朗读全文，进展总结，完成“总—分—总”的课文学习构造。五．动脑动口，升华主旨。根据新课标提出的综合性学习要求，第一学段的学生要结合语文学习，观察自然，并结合社会活动，用语言或图文表达自己的见闻和想法。所以在《咕咚》这课的设计中，我设计了一组问题，进展口语表达练习，并给孩子留下情感发挥的余地。1.你最喜欢课文中的哪种动物，为什么？2.你想和他们说些什么？3.以后我们遇到类似的事情应该怎么办？通过课文的学习，和这一系列的问题，让学生领悟到“凡事要动脑筋，要眼见为实，不要盲目跟随别人。”的道理，使课堂有效地结合学生的生活与情感体验。六．作业练习，课内外结合。我设计了读一读、说一说、演一演、评一评等自主选择练习，表达了学习的层次性、综合性。七．板书设计24．咕咚小兔撒腿就跑狐狸跟着跑虚惊一场猴子、小鹿、松鼠乱哄哄眼见为实狮子看木瓜入水人教版小学语文说课稿篇二变色龙》是苏教版实验教材第九册第6课。通过继续我们发现变色龙，打量变色龙，放回变色龙的过程。展示了变色龙的特点，从而提醒人们保护动物。全文共１６个自然段，可分３段。第一至第八自然段，写我们发现变色龙，那是条长３０厘米左右，似蛇非蛇的怪物。第九至第十五自然段，写我们打量变色龙，理解了变色龙的特点。第十六自然段是第三大段，写我们将变色龙放回了原始森林。本课主要是介绍变色龙的特点，作者巧妙的将他儿童国叙事的形式展示出来，显得生动有趣。其中第二段是全文的重点。《变色龙》这篇课文需要两个课时完成，今天我讲的是第二课时的教学设想。根据上面的情况我制定了本课时的教学目的为：1．学会本课生字，理解由生字组成的词语。2．能正确、流利、有感情地朗读课文。3．理解变色龙的外形特点及其生活习性等，保护小动物。4．学习课文的写作顺序，学会观察动物的特点。根据本课的教学目的，在本课教学中，我在课前可以让学生准备一些动物适应环境的图片和文字资料，老师作为学生的探究伙伴也可以准备一些相关的音像资料，课上与学生资共享。在教学过程中,由于变色龙尚属罕见动物,极为罕见,同学们对于它的认识还是知之甚少,所以光靠读来悟变色龙的特征还是远远不够的,所以,我在教学中合理利用多媒体教学,使学生可以更加直观的认识变色龙。通过一些图画,理解变色龙捕捉食物之迅,以及它能在不同的环境和温度下变色的过程,学生饶有兴趣。首先我向学生展示了一幅大自然生物活动情景图，非常醒目。此图目的是让学生通过找动物，发现有些动物与环境颜色一致，很难发现；而有些动物的体色却很鲜艳，一目了然；更有趣的是，有些动物的体态竟然与植物的样子相类似等等，旨在激发学生探究的兴趣，并初步感知保护色、戒备色和拟态。默读课文，让学生说一说哪一局部给他们留下了深印象，并说出原因第二局部“我们”细细打量着变色龙。让学生解释“打量”，知道作者是从哪几个方面来“打量”变色龙的。小组学习：读读9-15自然段，让学生把最感兴趣的语句读好。学习了课文第二局部，谈一谈我们观察小动物后获得的启发。总结描写动物的方法：仔细观察，抓住其特点来写，注意按一定顺序来写。齐读课文第三局部：放让学生谈一谈放回变色龙后想说的话。由于课前我安排了学生通过各种渠道搜集有关变色龙的资料，在这里，给学生一个展示的舞台。学生可以把自己搜集的相关资料和老师同学共享，给学生创造了交流获取新知的时机。这一环节的设计，把课内知识与课外知识巧妙地结合在一起，使学生对变色龙有多层面地理解，学习体验得到自然延伸。其实，不仅是数量不多的变色龙我们要保护，自然界中的其他小动物我们也要保护。让我们人类和动物和谐地生活在地球上吧。板书作为一种重要的教学手段，作用是多方面的。板书既能帮助老师突出教学重点，打破教材中的难点，又能帮助学生掌握教学思路，进步逻辑思维才能，还能加强教学的直观性，集中学生的注意力，增强学生的记忆力和理解力。人教版小学语文说课稿篇三1、教材简析：《轻轻地》是九年义务教育课程标准试验教科书一年级上册第四课的第四、五局部。第四局部是带调拼读音节，认识五个生字，配有一副情境图，蕴含着一个故事情节：一匹马驮着米袋在lus走，路边有大片大片的土地，米袋不知什么时候漏了，小马却没有发现，小兔子飞快地追上来告诉它：你的米袋漏了，第五局部是一首儿歌。2、教学目的：〔1〕认识大、米、土、地、马、兔六个生字。〔2〕能正确流利地，有表情地朗读儿歌。〔3〕培养良好的读书习惯及口语表达才能，丰富学生的想象力，初步培养学生的评判才能。3、教学重点、难点。重点是认识五个生字，能正确、流利有表情地朗读儿歌。难点是能根据画面展开想象，说几句简单的话。4、课时安排：一课时完成二、说教法、学法。指导学生认识生字，首先要引导学生看图，说说图上画有什么，再带调拼读音节，读出词语，最后认识大、米、土、地、马、兔五个字，在稳固认读时，口头组词，说话。教学儿歌，让学生初步理解意思，认读音节，指导学生有感情地表演朗读。〔一〕学习生字，看图编故事。1、看图导入、引导词语：板书：大米土地马兔2、采用多种形式认读生字词看黑板读词语看卡片读生字生字口头组词、说话3、看图编故事在小组内交流自愿报名讲故事〔二〕学儿歌1、讲故事引入。刚刚小朋友们生字学的好，故事讲的也好，下边老师也给大家讲一个小故事好吗？春天来了，在绿油油的草地上，盛开着许许多多五颜六色的小花，有一只小狗和一只小兔在草地上跑来跑去，又蹦又跳，这时，在远处的'小马看见了，连忙大声喊小兔小兔！小狗小狗！小马要对它们说些什么呢？请小朋友想一想，再说一说。2、自由读书中儿歌。3、找出儿歌中红色的音节读一读。板书：detuleni4、师范读儿歌，生考虑：哪儿读得快？哪儿读得慢？哪儿读得轻？哪儿读得重？5、学生练习读(采用多种形式)〔三〕学生自我总结学习收获1、小朋友，通过这节课的活动，你们都知道了什么？〔谈认识的小动物，认识的字，懂得的道理，保护花草等〕2、课外延伸：请小朋友们回家后，把自己这节课知道的给爸爸妈妈读一读，说一说好吗？人教版小学语文说课稿篇四����������é«ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½õ½ì°ï¿½êµï¿½ï¿½ì²äµú¾å²ï¿½ï¿½6�î¡ï¿½í¨ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ç·ï¿½ï¿½ö±ï¿½é«ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½é«ï¿½ï¿½ï¿½ï¿½ï¿½å»ø±ï¿½é«ï¿½ï¿½ï¿½ä¹ï¿½ï¿½ì¡ï¿½õ¹ê¾ï¿½ë±ï¿½é«ï¿½ï¿½ï¿½ï¿½ï¿½øµã£¬ï¿½ó¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ç±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¡£è«ï¿½ä¹ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½è»ï¿½î£ï¿½ï¿½é·ö£ï¿½ï¿½î¡ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½ú°ï¿½ï¿½ï¿½è»ï¿½î£ï¿½ð´ï¿½ï¿½ï¿½ç·ï¿½ï¿½ö±ï¿½é«ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿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别关注人文精神的挖掘与落实，在让学生不分开对语言文字感悟的同时进展自然的思想教育，使生动的教材显得更加鲜活。授以阅读的方法，培养阅读的才能，逐渐引导学生品味语言、运用语言。这篇课文以小学生喜欢的童话故事形式出现，借助小柳树和小枣树生长情况的不同，赋予它们不同的性格特点。并通过它们之间的对话，生动形象地使学生懂得“要擅长发现别人的长处，正视自己的缺乏”这一深化的道理。刚刚读二年级的学生，对童话故事有浓重的兴趣，好奇心强，但缺乏一定的鉴别才能。大多数学生活泼、好动、大胆且独立，他们已经掌握了一些识字的方法，喜欢读书和表演，但语言的表达才能、逻辑思维才能欠佳，有意注意的时间还比拟短，好动、好玩。1、能正确、流利、有感情地朗读课文，能用不同的语气表现角色的不同性格。2、读懂课文内容，懂得“尺有所短，寸有所长”的道理，知道要多看别人的长处。教学重点：用不同语气表现人物的不同性格。教学难点：懂得“尺有所短，寸有所长”的道理，学会欣赏别人。根据寓言故事的特点及本课的特色，教学中，以小柳树和小枣树的比照为线索，以读代讲，以读促学，让学生在读中悟情明理。引导自由阅读，自由表达，打好自主学习语文的根底。再有，低年级学生喜欢直观、形象、生动的画面，为贴近学生实际，我运用了谈话法、讲故事法、比照法、表演法、理论法等教学方法，鼓励学生全面参与，主动学习，培养创新才能和理论才能。1、学习方法指导：引导学生学会倾听，一是要求听别人讲话要用心，要细心;二是要“会听”，要边听边想，考虑别人说的话的意思，能记住别人讲话的要点。2、才能培养：培养学生学会欣赏别人，懂得做人的道理，尊重学生的独特感受，培养发散思维，培养创新意识和独特个性。上课伊时，我请学生说说印象中的柳树是长什么样的。语文学习不是零起点。大局部学生在生活中都对柳树有所理解，因此也能说出一些描写柳树的词句。而枣树生长在北方，学生相比照拟生疏，我就出示枣树的图片，让学生说说图上的枣树怎么样，感受枣树从光秃秃到果实累累的生长过程。由学生对主人公的理解走进文本，唤起了学生已有的生活经历，弥补了他们原有的认知空白，同时也抓住了培养学生语言表达的契机。然后，我告诉学生：小柳树和小枣树之间还发生了一个动人的故事呢，让我们一起走进课文去读读吧，引发了学生强烈的阅读期待，为下面的学习打好了铺垫。记得有位教学专家说：阅读教学，要加强初读，延时开讲。此环节，我安排了两次不同层次、不同要求的读书。第一次，请学生自由读课文，要求借助拼音读准每一个字的字音，读通每一个句子，遇到难读的多读几遍，想想课文讲了一个怎样的故事。第二次，我请学生分小节轮读课文，相机进展字音的纠正和强化。如：前鼻音的“忍”、后鼻音的“乘”、既是第三声，又是前鼻音的“浅”，将初读反响和字音教学巧妙地交融在一起，表达了语文学习的规律：字不离词，词不离句，句不离文，同时也利于更好地理解学情，并且立足详细的学情开展与之相适应的教学。我们的阅读一般都要经历一个整体——局部——整体的过程。初读以后，我引导学生说说，课文主要讲了一个怎样的故事，让学生用自己的语言说说课文的大意，利于培养学生一种整体把握的才能，同时这种将厚书读薄的才能必将让学生受益终生。在理解了故事大概的内容之后，我引导学生走进文本，走进主人公，去体悟主人公的性格特点。这里，我主要引导学生抓住文本两个层次的比照进展品读。比照一：春天，小柳树是怎样的，而小枣树又是怎么样的。我先让学生在文中找出春天里描写小柳树的语句，让学生用朗读表现出小柳树的美丽。这里主要有三个重点的语句：1、小柳树的腰细细的，树枝绿绿的，真好看。我先出示插图一中的小柳树，请学生用自己的语言夸夸小柳树，感受小柳树那柔软、纤细的腰肢和嫩绿、充满生命活力的树枝。然后出示文中的句子，引导学生体会“细细的”、“绿绿的”两个叠词的妙用，读出叠词的韵律感和小柳树的美丽。2、春天，小柳树发芽儿了。过了几天，小柳树的芽儿变成小叶子，她穿上一身浅绿色的衣服，真美!我让学生将文中这句话和”春天，小柳树发芽儿了。过了几天，小柳树的芽儿变成小叶子，真美!”进展比拟，让学生谈谈为什么你觉得课文中的语句更好一些呢?引导学生体会文中的句子是将小柳树当成人来写了，她像人一样穿上了美丽的外衣，好漂亮啊!3这时候，小柳树的叶子已经长得又细又长了。她在微风中得意地跳起舞来。这里，我出示插图二中的小柳树，让学生想象柳树在风儿的吹动下，她会是怎样的。在学生的想象说话中，在大家的交流讨论中，学生仿佛看到到了小柳树轻盈地舞动着动人的身姿，此情此景，确实像极了一个骄傲的小公主，漂亮而自得，迷人又傲慢。朗读时，引导学生特别要突出“得意地跳起舞来”这几个重点的词。在小柳树如此漂亮的同时，文中对于小枣树的描写有这样的几个重点的句子：1、小柳树看着小枣树，树枝弯弯曲曲的，一点儿也不好看。结合图片，让学生说说小枣树的样子，学生会说：光秃秃的，什么都没有，就像一个光头，可难看呢!……朗读时，特别要注意“弯弯曲曲”、“一点儿也不好看”这几个重点词语。2、她看看小枣树，小枣树还是光秃秃的。朗读时，引导学生抓住“还是光秃秃的”几个词，突出小枣树的难看。如此强烈的比照，小柳树确实在外表上有着如此大的优势，难怪她会对小枣树说：“喂，小枣树，你的树枝多难看哪!你看我，多漂亮!”“喂，小枣树，你怎么不长叶子呀?你看我，多漂亮!”那种奚落，那种傲慢，学生自然而然地就能体会。比照二：秋天，小柳树和小枣树的变化。到了秋天，两个主人公的外表发生了很大的变化。小枣树结了很多又大又红的果子，给大家带来了丰收的喜悦，而小柳树什么也没结。这里有几处关于小柳树的心理描写和神态描写非常传神，也留给了读者想象考虑的空间。教学时，我引导学生考虑：终究是什么，让小柳树“实在忍不住”?让学生完成这样一个想象说话：小柳树听了，她想：……不好意思地笑了。抓住文中这个空白处，引导学生想象填补，可以让学生设身处地地体会小柳树当时惭愧、懊悔、感动、顿悟等多种情感交织在一起的复杂的心情，为寓意的体悟打好了铺垫。文中，小枣树的一段话发人深省，平朴间蕴涵着一个深化而厚重的哲理。我让学生反复地读，用自己的语言谈谈自己对这段话的看法和认识，然后联络本单元《识字四》中的成语：尺有所短，寸有所长。取长补短，相得益彰。旧知的回忆拉进了学生和抽象的寓意间的间隔，打通了新旧知识之间的联络。接着，我又让学生小组讨论，联络我们的生活谈谈自己对这个寓言故事的看法和想法，进一步体会其中的寓意。人教版小学语文说课稿篇六����ð¡ñ§ï¿½ï¿½ï¿½ï¿½s��ú¶ï¿½ï¿½ï¿½24�î¡ï¿½ï¿½ï¿½ï¿½ë¡ï¿½ï¿½ï¿½ò»æªí¯è¤ï¿½ï¿½è»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä¿î³ì±ï¿½×¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½î£¬ï¿½ï¿½ï¿½ï¿½ò¶ô¿ï¿½ï¿½äµä·ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½öªê¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä¿ï¿½ê£ºï¿½ï¿½1.��ê¶13�����ö£ï¿½ï¿½ï¿½ð´8���ö£ï¿½2.��è·ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð¸ï¿½ï¿½ï¿½ï¿½ï¿½ê¶ï¿½ï¿½ï¿½ï¿½ä£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð·ö½ï¿½é«ï¿½ï¿½ï¿½ï¿½3.����������ý£ï¿½öªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã´ï¿½ï¿½ï¿½â£ï¿½ï¿½ï¿½.�����뷽��ä¿ï¿½ê£ºï¿½ï¿½1.����ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï°ï¿½ä»ï¿½ï¿½ï¿½ï¿½ô£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¼¶ñ§ï¿½ï¿½ï¿½ï¿½2.��������ñ§ï°ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ý£ï¿½ï¿½ï¿½ï¿½ï¿½ð¡ñ§ï¿½ï¿½ï¿½ï¿½s��ú¶ï¿½ï¿½ï¿½24�î¡ï¿½ï¿½ï¿½ï¿½ë¡ï¿½ï¿½ï¿½ò»æªí¯è¤ï¿½ï¿½è»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ûµï¿½í¯ï¿½ï¿½ï¿½ï¿½ï¿½â¡ï¿½ï¿½ï¿½ï¿½ä½ï¿½ï¿½ï¿½ï¿½ï¿½ò»ö»ð¡ï¿½ï¿½å¼è»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë¡ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½åµï¿½ï¿½ï¿½ï¿½è¾ï¿½ï¿½ü£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò²ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ü£ï¿½ö»ï¿½ï¿½ê¨ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½é£ï¿½ï¿½ï¿½ï¿½ï¿½òªè¥ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã´ï¿½ï¿½ï¿½ï¿½ï¿½×£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë¡ï¿½ô­ï¿½ï¿½ï¿½ï¿½ä¾ï¿½ï³ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï·¢ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½â¸ï¿½ï¿½ß´ï¿½ò£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½îºï¿½ï¿½ï¿½ï¿½é£¬ò»ï¿½ï¿½òªï¿½ï¿½ï¿½ô½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½è¥êµï¿½ø¿ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½òªã¤ä¿ï¿½ø¸ï¿½ï¿½ï¿½ï¿½ï¿½ë¡ï¿½ï¿½ï¿½æªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½í¨ï¿½ï¿½ï¿½×¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½æªï¿½ï¿½ï¿½ï³ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½12����è»ï¿½î£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð½ï¶ï¿½ä¶ô°×¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä¿î³ì±ï¿½×¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½î£¬ï¿½ï¿½ï¿½ï¿½ò¶ô¿ï¿½ï¿½äµä·ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½â£¬ï¿½ï¿½ï¿½ò³ï¿½ö¿ï¿½ï¿½ï¿½ò»ï¿½ê¼¶ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½öªï¿½øµã£¬ï¿½ï¿½è·ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½âµä½ï¿½ñ§ä¿ï¿½ê¡£ï¿½ï¿½ï¿½ï¿½1.��ê¶13�����ö£ï¿½ï¿½ï¿½ð´8���ö¡ï¿½ñ§ï°ï¿½ï¿½?������?�������â²ï¿½ï¿½×¡ï¿½ï¿½ï¿½ï¿½ï¿½2.��è·ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð¸ï¿½ï¿½ï¿½ï¿½ï¿½ê¶ï¿½ï¿½ï¿½ï¿½ä£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð·ö½ï¿½é«ï¿½ï¿½ï¿½ý¡ï¿½ï¿½ï¿½ï¿½ï¿½3.����������ý£ï¿½öªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã´ï¿½ï¿½ï¿½â¡ï¿½ï¿½ï¿½ï¿½ï¿½1.����ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï°ï¿½ä»ï¿½ï¿½ï¿½ï¿½ô£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¼¶ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ê¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½í¿ï¿½í·ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½2.��������ñ§ï°ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ý£ï¿½êµï¿½ï¿½ê¦ï¿½ï¿½ï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