部编版守株待兔教学反思(12篇)

第页共页最新古文《守株待兔》教学反思部编版守株待兔教学反思(12篇)古文《守株待兔》教学反思部编版守株待兔教学反思篇一上完这一课后，我感觉自己对寓意的提醒安排得较为巧妙，水到渠成，学生提醒的教好。主要原因是我在前文的铺垫做得较好，突出表此刻：〔1〕学生质疑问难后，我便请学生带着“为什么要守在树桩旁边等野兔”这一问题读课文从文中找到答案，不一会儿学生便汇报所划的句子。我根据学生所找的资料出示了这句话“种田人急忙跑过去，没话一点力气，白捡了一只又肥又大的野兔。”让学生谈一谈自己的体会，随着学生的答复，随即启发引导学生，像种田人这样白白的捡了一只野兔这叫什么？学生答复后及时板书：不劳而获而后再请学生从他的想法上谈一谈这种不劳而获的快乐心理，随即提醒出他的想法对不对？继而让学生得出种田人捡到野兔是碰巧的事。〔2〕请学生细读第一段划出有关野兔撞死在树桩上是碰巧的句子，引导学生抓住“突然”“窜”“撞”这几个词来引导学生想象一下造成野兔惊慌失措的原因，继而得出野兔必须是遇到了危险的事，碰死在树桩上纯属一件巧合的事，“巧合”换个词也就是我们所说的“偶尔。”之后便让学生谈他们对这个词的理解，得出偶尔的事件是不能经常发生的，但种田人不明白，却执迷不悟，不知是偶尔发生的事。顺理成章再让学生划出表现他不知是偶尔发生的有关语句。〔3〕正因为前文为学生提醒种田人错在哪儿做好了铺垫，所以当我提出那个人错在哪儿时，学生纷纷举手，答复的非常精彩！在此根底上，我进一步引导学生体会这个人的悲惨下场一无所有，之后让学生入情于境发挥自己的想象：请同学们看图，你看这个人还在那儿呆呆地、傻傻地等着，假设这时你从他身边走过，你会对他说些什么话音刚落，学生想象的闸门便一发而不可拾掇，课堂气氛也随之推入了高潮，同学们的精彩答复比比皆是：有的学生说：“你真傻呀！你捡到一只撞死的兔子，那只是偶尔发生的一件事，怎样能天天想好事呢？”有的学生说：“你赶快醒悟吧！快快起来好好种庄稼吧！要不然你明年吃什么呢？”还有的学生说：“你可要老老实实地劳动，只有这样才能有好的收获，才能过上好日子。”总之，寓言所内含的深化的寓意就这样从学生的口中以不同的语言表达效果提醒出来。由此可见，寓意的提醒贵在做好铺垫。古文《守株待兔》教学反思部编版守株待兔教学反思篇二《守株待兔》，是寓言故事，那么就包括两局部的组成。“寓言”应当就是故事所蕴藏的寓意，而这那么寓言，我想让学生记得“要想不劳而获，最终一无所获！”而既然是故事，就得让孩子会说这个故事，能向周边的人转述这个故事。怎样才能让孩子们会讲，并且讲清楚，讲正确呢？首先按课题讲。提醒课题后让学生给“守”扩词，“看守”“守护”“守卫”……那么《守株待兔》的“守”就是“守候”。之后得出“待”就是“等待”那么“株”指什么？孩子们自由读课文，划出中介绍“守株待兔”的句子，出示：“从此他丢下锄头，整天坐在树桩旁边等着，看有没有野兔再跑来撞死在树桩上。”读句子，原先“株”就是“树桩”，穿插学习了“桩”这个生字。这样题目的意思，学生经过组词，找句，就那么自主性地理解了。然后引导学生探究“为什么种田人要守着树桩坐着野兔？结果怎样样？”再次跟文本对话，根据学生的答复，一一板书“撞死”“白捡”“坐等”“全完了”。师生看着板书，合作完成“撞死了，白捡了野兔，于是坐等，结果，全完了！”指导学生根据故事的起因、经过和结果把故事将详细。而故事要想讲生动，那么要等全篇课文的学完。所以接下来的学习主力就是识字读文。“为什么野兔会撞死在树桩上呢？”请一个孩子读课文的第一自然段，其他孩子圈出那关键字。于是“窜”被孩子们从课文中揪了出来，字理识字，“窜”本义是老鼠躲藏在了洞穴里，那么觉察危险，老鼠们就会四处窜逃，于是就有了“抱头____”“东跑西窜”。那么“窜”表示的是一种怎样样的“跑”，孩子们说谁飞快地跑，慌张地跑。追问“猜猜，野兔为什么要如此飞快、慌张地跑出来呢？”孩子们的想象力非常丰富，有的说是因为遇到了猎人，有的说是因为被狮子追赶……而这样的意外并不是为经常发生的，于是孩子们说“这只是巧合”“这只是偶尔！”然后在朗读中再次领会“窜”的迅速和慌不择路，所以种田人才得以“白捡”。在预习新课时，刚好有孩子质疑为什么说“白捡”，在课堂上我适时地表扬了孩子的用于质疑，然后鼓励其他孩子帮助解答，于是“没花一点儿力气”被会学习的孩子找了出来。创设情境，假如你“白捡”这么一只“又肥又大的野兔”，你的心境会怎样样？孩子们说得起劲“开心”“快乐”“兴奋”……于是“乐滋滋”自然进入了孩子们的视线，不用繁琐的解释，孩子们都能“乐滋滋”地读好课文的第二自然段。因着“乐滋滋”，种田人“从此丢下了锄头……”学习“此”本义“就餐”，延伸义“到位”现指“这，那里。”联络“此人”“此时”“此处”“此地”明白它的的此刻意义。然后学习“锄”，为什么是金字旁？右边的“助”声旁的作用所在。种田人丢下了“锄头”就是丢下了自我的劳开工具，就是放弃了种田，那他要干什么？如何理解“整天”？我说：“早上，阳光明媚”孩子们之后说：“种田人坐在树桩旁边等着，看有没有野兔再跑来撞死在树桩上。”我说：“中午，烈日炎炎”孩子们之后说：“种田人坐在树桩旁边等着，看有没有野兔再跑来撞死在树桩上。”我说：“黄昏，夕阳西下”孩子们之后说：“种田人坐在树桩旁边等着，看有没有野兔再跑来撞死在树桩上。”我说：“第二天，第三天……”孩子们之后说：“种田人坐在树桩旁边等着，看有没有野兔再跑来撞死在树桩上。”我说：“一个星期，两个星期……”孩子们之后说：“种田人坐在树桩旁边等着，看有没有野兔再跑来撞死在树桩上。”那么种田人这样的行为，我们用一个词来概括，该怎样说呢？“不劳而获”被我板书了出来。“种田人这样做，会有收获吗？为什么？”“偶尔”“巧合”再一次出此刻孩子们的话语里。而课文的结局就是这样介绍的：“日子一天一天过去了，再也没有野兔来过，他的田里已经长满了野草，庄稼全完了。”鼓励孩子们“你觉得自我在读这句话的时候，会强调哪些词语？”“一天一天”“再也没有”“长满”“全完了”孩子们一无遗漏地找了出来，并且读得有声有色。然后让孩子们来劝解种田人，水到渠成，于是“一无所获”应运而生。最终留足够的时间指导孩子们书写生字，投影评析孩子的写字，同桌互相给对方的字打星。孩子们认认真真地写完了字，然后仔仔细细地寻找对方写得漂亮的字，每一个孩子都参与，每一个孩子都收获。“不要为了一只野兔，放弃整块田地！”也许孩子们此刻不懂，可是相信随着年龄的增长，孩子们会渐渐理解的。古文《守株待兔》教学反思部编版守株待兔教学反思篇三守株待兔在课堂上给学生展示自我的时机，在上这节课的时候，我让学生分小组来表演这个故事。一是为了活泼课堂气氛，二是为了使学生更加深化地认识这那么故事，在表演的过程中，学生很出色，人物的语言、神态、动作都表现得淋漓尽致。就是连树桩，他们也想出把戏来展示，兔子的动作，特点也展示得非常棒，学生在欢乐中度过这堂课，也正因为他们的表演使学堂课显得活力勃勃，成为这一堂课的亮点。拔高要求，总喜欢要学生进展评价。学生评价时，老师应抓住最正确时机给学生予以点拨。大多数时候，老师成了一个洗耳恭听的观众，一味对孩子讲的东西表示认同，似乎是不管你讲什么，只要你能说就行。场面失控，变成了老师被学生牵着走了。假如我再重新上这节课的话，我会这样做：〔1〕启发谈话，引入新课。从学生实际生活中，所见到事物谈起，说有没有妄想过不劳而获的成功，引入课题，释题质疑。〔2〕图文结合，理解词意。借助图片动画弄懂“丢下”、“全完了”，在简笔画中找出这样的情景。〔3〕指导朗读，启发想象。重点引导体会感慨号的语句所表达的不同语气。〔4〕突出重点，解决难点。①通过动作表演理解课文；②通过“拾兔”，懂种田人懒惰的原因。〔5〕总结学法，引导自学。检查效果，完成练习。〔6〕角色表演。假设情境，创造思维，练说：种田人认识错误后的情境。古文《守株待兔》教学反思部编版守株待兔教学反思篇四这是我第一次在教研课上选取上寓言故事，以前觉得这样的教材会无从下手，就那么一瞬间，突然觉得为什么不尝试一下？所以当初就那么匆匆决定上《守株待兔》。上了之后，原先敢于尝试会有那么美丽的收获！《守株待兔》，是寓言故事，那么就包括两局部的组成。“寓言”就应就是故事所蕴藏的寓意，而这那么寓言，我想让学生记得“要想不劳而获，最终一无所获！”而既然是故事，就得让孩子会说这个故事，能向周边的人转述这个故事。怎样才能让孩子们会讲，而且讲清楚，讲正确呢？首先按课题讲。提醒课题后让学生给“守”扩词，“看守”“守护”“守卫”……那么《守株待兔》的“守”就是“守候”。之后得出“待”就是“等待”那么“株”指什么？孩子们自由读课文，划出中介绍“守株待兔”的句子，出示：“从此他丢下锄头，整天坐在树桩旁边等着，看有没有野兔再跑来撞死在树桩上。”读句子，原先“株”就是“树桩”，穿插学习了“桩”这个生字。这样题目的意思，学生透过组词，找句，就那么自主性地理解了。然后引导学生探究“为什么种田人要守着树桩坐着野兔？结果怎样样？”再次跟文本对话，根据学生的答复，一一板书“撞死”“白捡”“坐等”“全完了”。师生看着板书，合作完成“撞死了，白捡了野兔，于是坐等，结果，全完了！”指导学生根据故事的起因、经过和结果把故事将详细。而故事要想讲生动，那么要等全篇课文的学完。所以接下来的学习主力就是识字读文。“为什么野兔会撞死在树桩上呢？”请一个孩子读课文的第一自然段，其他孩子圈出那关键字。于是“窜”被孩子们从课文中揪了出来，字理识字，“窜”本义是老鼠躲藏在了洞穴里，那么觉察危险，老鼠们就会四处窜逃，于是就有了“抱头____”“东跑西窜”。那么“窜”表示的是一种怎样样的“跑”，孩子们说谁飞快地跑，慌张地跑。追问“猜猜，野兔为什么要如此飞快、慌张地跑出来呢？”孩子们的想象力非常丰富，有的说是因为遇到了猎人，有的说是因为被狮子追赶……而这样的意外并不是为经常发生的，于是孩子们说“这只是巧合”“这只是偶尔！”然后在朗读中再次领会“窜”的迅速和慌不择路，所以种田人才得以“白捡”。在预习新课时，刚好有孩子质疑为什么说“白捡”，在课堂上我适时地表扬了孩子的用于质疑，然后鼓励其他孩子帮助解答，于是“没花一点儿力气”被会学习的孩子找了出来。创设情境，假如你“白捡”这么一只“又肥又大的野兔”，你的情绪会怎样样？孩子们说得起劲“开心”“快乐”“兴奋”……于是“乐滋滋”自然进入了孩子们的视线，不用繁琐的解释，孩子们都能“乐滋滋”地读好课文的第二自然段。因着“乐滋滋”，种田人“从此丢下了锄头……”学习“此”本义“就餐”，延伸义“到位”现指“这，那里。”联络“此人”“此时”“此处”“此地”明白它的的此刻好处。然后学习“锄”，为什么是金字旁？右边的“助”声旁的作用所在。种田人丢下了“锄头”就是丢下了自己的劳开工具，就是放下了种田，那他要干什么？如何理解“整天”？我说：“早上，阳光明媚”孩子们之后说：“种田人坐在树桩旁边等着，看有没有野兔再跑来撞死在树桩上。”我说：“中午，烈日炎炎”孩子们之后说：“种田人坐在树桩旁边等着，看有没有野兔再跑来撞死在树桩上。”我说：“黄昏，夕阳西下”孩子们之后说：“种田人坐在树桩旁边等着，看有没有野兔再跑来撞死在树桩上。”我说：“第二天，第三天……”孩子们之后说：“种田人坐在树桩旁边等着，看有没有野兔再跑来撞死在树桩上。”我说：“一个星期，两个星期……”孩子们之后说：“种田人坐在树桩旁边等着，看有没有野兔再跑来撞死在树桩上。”那么种田人这样的行为，我们用一个词来概括，该怎样说呢？“不劳而获”被我板书了出来。“种田人这样做，会有收获吗？为什么？”“偶尔”“巧合”再一次出此刻孩子们的话语里。而课文的结局就是这样介绍的：“日子一天一天过去了，再也没有野兔来过，他的田里已经长满了野草，庄稼全完了。”鼓励孩子们“你觉得自己在读这句话的时候，会强调哪些词语？”“一天一天”“再也没有”“长满”“全完了”孩子们一无遗漏地找了出来，而且读得有声有色。然后让孩子们来劝解种田人，水到渠成，于是“一无所获”应运而生。最后留足够的时间指导孩子们书写生字，投影评析孩子的写字，同桌互相给对方的字打星。孩子们认认真真地写完了字，然后仔仔细细地寻找对方写得漂亮的字，每一个孩子都参与，每一个孩子都收获。“不要为了一只野兔，放下整块田地！”也许孩子们此刻不懂，但是相信随着年龄的增长，孩子们会渐渐理解的。古文《守株待兔》教学反思部编版守株待兔教学反思篇五文言文博大精深，凝聚了中华民族最珍贵的人文精华。《守株待兔》是一那么寓言故事的文言文，本寓言生动形象，深化浅出地向学生介绍了“不劳动是不会有收获的，不能靠运气过日子”这一道理。对于三年级的孩子们来说学习文言文是有一定难度的。今年我做为国培2坊主备人之一，经过三次备课两次上课，顺利完成了坊主吴老师交给的任务，如今将这一节课的反思总结如下:教材中不仅有文言文还有帮助学生理解文言文的大意。在备课时，我充分利用教材中的大意，让学生根据每一句大意去找对应的文言文句子。学生看到这样的要求，快乐劲儿立马就来，太简单了。不一会就高举小手，纷纷发言。学生找出对应的文言句之后，我又让学生在找出古今意思差异大的字词，帮助理解课文。学生们读了白话文大意后，和文言文进展比照，一读就懂，不仅降低了学习的难度，而且常常佩服古人有才，这么多的意思竟然短短几个字就能表到达位，倾诉清楚，激起学习的兴趣。文言文语言精练，具有音韵美和节奏美，读起来琅琅上口，所以古人称读为‘吟”“咏”。学生在只有在读中，才能更好的体会到文言文的韵律之美和意蕴之美。在课堂上要求学生一读做到不添字不掉字，通顺流利即可。二读，读出韵律和节奏之美。要想读出韵律和节奏之美，我进展了范读，让学生找出我读的’和他们读的不一样的地方，问题一提出，就抓住了学生的心。学生心中一亮:“原来老师不仅读出了节奏，还读出了感情。三读，读出感情。在分析^p完课文之后，学生已经知道文言文的大意，再次让学生进展朗读，学生把自己想象成文中的角色，根据自己的理解感受去读，在品读中感悟到寓言的内涵和深化的哲理。明白寓意，联络生活实际谈看法是本节课的重难点。学生在充分的朗读之后，已经知道寓意，但我没有直接说出来告诉学生。而是通过让学生自己说，同桌互说，班内展示等形式讲故事，联络生活实际说启示的方法把寓意说出来。这样一来，老师不仅把课堂还给学生，让学生发挥想象充分的说，进步了学生的语言表达才能，而且把寓言告诉道理牢记于心。时间分配上有点前松后紧，造成后面讲故事环节展示学生略微少了点。古文《守株待兔》教学反思部编版守株待兔教学反思篇六这是一篇寓言故事，故事通过种田人因一次偶尔的时机得到一只撞死的兔子，他就丢下锄头整天守着树桩等待撞死的兔子的事，生动形象、深化浅出地向学生介绍了“想不劳而获是不行的”这一比拟深奥的道理。本文的教学重点是：1．正确、流利地朗读课文，默读课文，能在读中悟出故事的寓意。2．懂得对意外的收获不要存有幸运心理的道理。围绕本课教学教学目的，我获得了以下教学效果：1．教学《守株待兔》这那么寓言故事时，我以读为本，牢牢抓住朗读，扣住重点朗读，读好、读懂，加强感受与体验，力求通过读作为学生学习和探究的重要手段。让学生在自主、民主的气氛中学习，自主地读、说；在自读自悟、主动探究中读懂寓言故事，体会寓意，受到教育。2．在字词教学方面，它仍然是教学中的重点，教学时通过多种形式的读法，如个别读、小老师带读、男女生赛读、开火车读等方式，使他们掌握字词。在理解课文内容时，通过学生反复品读课文，找出描写“守株待兔”这一成语的内容，从而懂得“株”就是指“树桩”的意思。在引导学生领会寓意时，也是让学生从读中来感悟守株待兔背后的真正寓意。将课堂的自主权交还给学生，让学生发挥自己的想象，充分的说，在说的同时，不忘记对写话的训练。在上这节课的时候，我最大的成功之处是：学生总喜欢表现自己，展示自己的，在教学中，不能枯燥无味的讲，要让学生动起来，在课堂上给学生带给一个展示自我的时机，我让学生分小组来表演这个故事，一是为了活泼课堂气氛，二是为了使学生更加深化地认识这那么故事，在表演的过程中，学生很出色，人物的语言、神态、动作都表现得淋漓尽致。就是连树桩，他们也想出把戏来展示，兔子的动作，特点也展示得非常棒，学生在欢乐中度过这堂课，也正因为他们的表演使这堂课显得活力勃勃，成为这一堂课的亮点。拔高要求，总喜欢要学生进展评价。学生评价时，老师应抓住最正确时机给学生予以点拨。大多数时候，老师成了一个洗耳恭听的观众，没有穷追猛打，乘胜追击。一味对孩子讲的东西表示认同，似乎是不管你讲什么，只要你能说就行。场面失控，变成了老师被学生牵着走了。假如我再重新上这节课的话，我会这样做：〔1〕启发谈话，引入新课。从学生实际生活中，所见到事物谈起，说有没有妄想过不劳而获的成功，引入课题，释题质疑。〔2〕图文结合，理解词意。借助图片动画弄懂“丢下”、“全完了”，在简笔画中找出这样的情景。〔3〕指导朗读，启发想象。重点引导体会感慨号的语句所表达的不同语气〔4〕突出重点，解决难点。通过动作表演理解课文；通过“拾兔”，懂种田人懒惰的原因。〔5〕总结学法，引导自学。检查效果，完成练习。〔6〕角色表演。假设情境，创造思维，练说：种田人认识错误后的情境。(7)归纳总结，提示寓意。古文《守株待兔》教学反思部编版守株待兔教学反思篇七��������ò»ï¿½ï¿½ô¢ï¿½ô¹ï¿½ï¿½â£ï¿½ô¢ï¿½ô¹ï¿½ï¿½âµä¡ï¿½ô¢ï¿½û¡ï¿½ï¿½ï¿½ï¿½ø¼ï¿½ï¿½ï¿½ï¿½ï¿½ô¢ï¿½ï¿½ä½ï¿½ê¾ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½îºï¿½ï¿½ò¸ð¾ï¿½ï¿½ô¼ï¿½ï¿½ï¿½ô¢ï¿½ï¿½ä½ï¿½ê¾ï¿½ï¿½ï¿½åµã½ï¿½îªï¿½ï¿½ï¿½î£¬ë®ï¿½ï¿½ï¿½ï¿½ï¿½é£ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ê¾ï¿½ä½ìºã¡ï¿½ï¿½ï¿½òªô­ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ç°ï¿½äµï¿½ï¿½ìµï¿½ï¿½ï¿½ï¿½ã½ïºã£ï¿½í»ï¿½ï¿½ï¿½ï¿½ï¿½ë¿ì£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½1��ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñºï¿½ï¿½ò±ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½å¡ï¿½îªê²ã´òªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½×®ï¿½ô±ßµï¿½ò°ï¿½ã¡ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä´ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½òµï¿½ï¿½ð°¸£ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ã±¨ï¿½ï¿½ï¿½ï¿½ï¿½ä¾ï¿½ï¿½ó¡ï¿½ï¿½ò¸ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½òµï¿½ï¿½ï¿½ï¿½ï³ï¿½ê¾ï¿½ï¿½ï¿½ï¿½ä»°ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë¼ï¿½ã¦ï¿½ü¹ï¿½è¥ï¿½ï¿½ã»ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½×¼ï¿½ï¿½ï¿½ò»ö»ï¿½ö·ï¿½ï¿½ö´ï¿½ï¿½ò°ï¿½ã¡ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ì¸ò»ì¸ï¿½ô¼ï¿½ï¿½ï¿½ï¿½ï¿½á£¬ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ä»ø´ï¿½ï¿½æ¼´ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½×°×µä¼ï¿½ï¿½ï¿½ò»ö»ò°ï¿½ï¿½ï¿½ï¿½ï¿½ê²ã´ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ø´ï¿½ï¿½ê±ï¿½ï¿½ï¿½é£ºï¿½ï¿½ï¿½í¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë·¨ï¿½ï¿½ì¸ò»ì¸ï¿½ï¿½ï¿½ö²ï¿½ï¿½í¶ï¿½ï¿½ï¿½ä¸ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½æ¼´ï¿½ï¿½ê¾ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë·¨ï¿½ô²ï¿½ï¿½ô£ï¿½ï¿½ì¶ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ã³ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë¼ï¿½ò°ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½éµï¿½ï¿½â¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½2����ñ§ï¿½ï¿½ï¸ï¿½ï¿½ï¿½ï¿½ò»ï¿½î»ï¿½ï¿½ï¿½ï¿½ð¹ï¿½ò°ï¿½ï¿½×²ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½×®ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½éµä¾ï¿½ï¿½ó£ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½×¥×¡ï¿½ï¿½ï¿½ï¿½è»ï¿½ï¿½ï¿½ï¿½ï¿½ü¡ï¿½ï¿½ï¿½×²ï¿½ï¿½ï¿½â¼¸ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½ò°ï¿½ã¾ï¿½ï¿½ï¿½ê§ï¿½ï¿½ï¿½ô­ï¿½ò£¬¼ì¶ï¿½ï¿½ã³ï¿½ò°ï¿½ã±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½î£ï¿½õµï¿½ï¿½â£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½×®ï¿½ï´ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½éºïµï¿½ï¿½â£ï¿½ï¿½ï¿½ï¿½éºï¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò²ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ëµï¿½ä¡ï¿½å¼è»ï¿½ï¿½ï¿½ï¿½ö®ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ì¸ï¿½ï¿½ï¿½ç¶ï¿½ï¿½ï¿½ï¿½ï¿½êµï¿½ï¿½ï¿½ï¿½â£¬ï¿½ã³ï¿½å¼è»ï¿½ï¿½ï¿½â¼ï¿½ï¿½ç²ï¿½ï¿½ü¾ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë²ï¿½ï¿½ï¿½ï¿½×£ï¿½è´ö´ï¿½ô²ï¿½ï¿½ò£¬²ï¿½öªï¿½ï¿½å¼è»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½â¡ï¿½ë³ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½öªï¿½ï¿½å¼è»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð¹ï¿½ï¿½ï¿½ä¡£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½3������îªç°ï¿½ï¿½îªñ§ï¿½ï¿½ï¿½ï¿½ê¾ï¿½ï¿½ï¿½ï¿½ï¿½ë´ï¿½ï¿½ï¿½ï¿½ä¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ìµæ£¬ï¿½ï¿½ï¿½ôµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ç¸ï¿½ï¿½ë´ï¿½ï¿½ï¿½ï¿½ä¶ï¿½ê±ï¿½ï¿½ñ§ï¿½ï¿½ï¿½×·×¾ï¿½ï¿½ö£ï¿½ï¿½ø´ï¿½ï¿½ê®ï¿½ö¾ï¿½ï¿½ê£ï¿½ï¿½ú´ë»ï¿½ï¿½ï¿½ï¿½ï£ï¿½ï¿½ò½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ëµä±ï¿½ï¿½ï¿½ï¿½â³ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½ð£ï¿½ö®ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ú¾ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ô¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½í¬ñ§ï¿½ç¿ï¿½í¼ï¿½ï¿½ï¿½ã¿´ï¿½ï¿½ï¿½ï¿½ë»ï¿½ï¿½ï¿½ï¿½ç¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ø¡ï¿½éµéµï¿½øµï¿½ï¿½å£ï¿½ï¿½ï¿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