加法的估算教学反思(14篇)

第页共页加法的估算教学反思(14篇)在日常的学习、工作、生活中，肯定对各类范文都很熟悉吧。的时候需要注意什么呢？有哪些格式需要注意呢？这里我整理了一些优秀的范文，有所帮助，下面我们就来理解一下吧。加法的估算教学反思篇一1、使学生体会估计的现实应用，理解估算的方法，并学会用表示估算的结果。2、使学生体会到估算在日常生活中的应用，能结合详细情境进展估算，增强估算意识和才能。使学生理解估算方法，并能正确运用。使学生初步体会估算在实际生活的应用价值。课件师：同学们，这节课我们来进展当小营业员活动。请问大家，想不想当小营业员呀？生：想。[课前测评想想做做第1题]师：想当小营业员必须经过测试，合格者才能入选。请看测试题，说出卡片上的数各接近哪个整百数？〔出示卡片，生口答〕问：503接近几百？答：503接近500。207接近几百？207接近200师：同学们真棒,欢送大家成为小营业员。1、出例如题：〔课件展示书上商品图〕师：谁来给大家介绍一下我们超市展销的商品。生：一部机206元，一辆自行车604元，一台取暖器292元，一台电风扇195元。师：你们的口才真好。咱们来听听顾客的问题吧。〔课件出示字幕：估计一下，买一台机和一台取暖器大约需要几百元？〕师：求这个问题，你会列式吗？〔生答，师板书206＋292〕师：这道题需要我们求出准确的钱数吗？为什么？〔生：不需要，因为问大约需要几百元。〕师：大约需要几百元，就是让我们求出整百数。四人小组讨论怎样解决这个问题？指名口答，师板书：206元接近200元，292元接近300元，200＋300＝500〔元〕2、引出课题师：刚刚大家求出买一台机和一台取暖器大约需要500元。就用到了我们这节课学习的内容加法估算。〔板书课题〕3、认识约等号师：加法估算在生活中购置物品时经常用到。简便的写法是这样的〔师板书〕这个像波浪线的符号是约等号，读作约等于。请同学们伸出右手食指，跟老师一起写约等号。指尖像在爬山一样，先上坡再下坡又上坡。在你的桌面上练习写几个。我们来齐读算式。206＋292500〔元〕4、小结：师指算式问：500元是怎样得来的？算式中为什么不写＝而写？我们在进展估算时，一般先把某个数看作与它接近的整百数进展计算，所得到的结果是一个大约的数，因此不能用＝，而要用表示。第一问师：第一位顾客对大家的表现很满意，请看下一位顾客的问题，买一台机和一辆自行车大约需要几百元？生小组讨论，反响206+604800〔元〕第二问师：接着看她又提出了什么问题，妈妈带800元内买回这两样物品吗？生讨论，交流206+604=810〔元〕第三问师：继续看她还有什么问题，800元钱能买回哪些物品？师：想一想，800元买回商品的总钱数必须怎么样？四人小组讨论，组长记录，发言。〔师巡视，全班交流〕师选择自行车，风扇。板书：604+195800〔元〕师：一台机和一辆自行车大约是800元，一辆自行车和一台风扇也大约是800元，为什么带800元钱不能买回前两样物品，而能买回后两样物品？师：通过刚刚的讨论，你发现了什么？生：估计的结果有时比实际结果多，有时比实际结果少。师：在今天当小营业员的活动中，大家积极动脑，解决问题。老师为你们的表现喝彩，你们也表扬一下自己吧！第2题师:咦，这群小蝴蝶来干什么？原来它们给同学们出了一道题，谁愿意答复？〔根据学生答复，____蝴蝶，使其飞到相应的花上〕第3题师：小蝴蝶给咱们出的这道题，就是把某个数看作与它接近的整百数的练习题。根据这个知识，咱们来试着解决下面的习题。请同学们翻开书40页，把估算结果填在书上。〔集体订正〕第4题师：我们已会估算两个加数的和，那你会做下面的题吗？〔指名口答，说出理由〕第5题师：老师要求你们独立完成下面的题，能不能做到。请同学们做40页地5题。〔集体订正，同桌互说想法〕第6题师：看到同学们的突出表现，茄子老师给咱们出了一道题，大家敢不敢做？〔小组讨论，派代表发言〕第7题师：同学们真聪明，想出了这么多种买法。下面，我们来看白菜老师给大家出的这一道最有趣的题。〔指名口答，说出理由〕今天，我们学了加法估算知识.利用这个知识，我们来做爸爸、妈妈购物小帮手，好吗？谁来说说怎样估计几样商品的总价钱？板书设计加法估算206元接近200元大约需要几百元？292元接近300元206+292500〔元〕200+300=500〔元〕读作：约等于《数学科程标准》中指出：数学教学活动必须建立在学生的认知根底和已有生活经历上，所以我在教学过程中，结合教学内容，选取学生熟悉的日常生活情景，创设了当小营业员的活动，让学生体会到数学与生活的联络，增强学生学习数学的兴趣。并在学习加法估算的根底上，让学生运用该知识解决生活实际问题，感到学有所用，学生在做数学中亲身经历数学化的过程，较好地掌握了本课内容。但是反思整个教学过程，仍有许多缺乏之处，我觉得学生的数学学习应该是学生自主学习的过程，学生应该在活动中自主探究，发现。而老师在课堂中的作用在于对学生进展有效的指导，帮助学生主动参与数学知识的发生﹑开展和形成过程，理解和掌握数学思想﹑知识和方法。这节课上，我觉得给学生自主探究的时间和空间太少，虽然老师在教学中注意发挥了学生的主体性，但是，本课容量较大，某些环节没有开掘学生内驱力，导致学生来不及细想。要真正让学生学得主动，学得扎实，学得愉快，首先还需老师从观念上转变过来，多引导，少包办。加法的估算教学反思篇二�����õ½ì°ï¿½ï¿½ï¿½ä²ï¿½î±ï¿½39ò³40ò³ï¿½ï¿½ï¿½â£¬ï¿½ï¿½ò»ï¿½ô£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½17�⡣��������1��ê¹ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½æµï¿½ï¿½ï¿½êµó¦ï¿½ã£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä·ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¾ï¿½ï¿½ï¿½ï¿½ä½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½2��ê¹ñ§ï¿½ï¿½ï¿½ï¿½áµ½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½õ³ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ðµï¿½ó¦ï¿½ã£ï¿½ï¿½ü½ï¿½ï¾ï¿½ï¿½ï¿½ï¿½é¾³ï¿½ï¿½ï¿½ð¹ï¿½ï¿½ã£¬ï¿½ï¿½ç¿ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¹ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã·½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½è·ï¿½ï¿½ï¿½ã¡ï¿½ï¿½ï¿½ê¹ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½êµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ó¦ï¿½ã¼ï¿½öµï¿½ï¿½ï¿½ï¿½ï¿½î¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¦ï¿½ï¿½í¬ñ§ï¿½ç£ï¿½ï¿½ï¿½ú¿ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ðµï¿½ð¡óªòµô±ï¿½î¶¯ï¿½ï¿½ï¿½ï¿½ï¿½ê´ï¿½ò£ï¿½ï¿½ë²»ï¿½ëµ±ð¡óªòµô±ñ½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë¡£[��ç°ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½1��]����ê¦ï¿½ï¿½ï¿½ëµ±ð¡óªòµô±ï¿½ï¿½ï¿½ë¾­ï¿½ï¿½ï¿½ï¿½ï¿½ô£ï¿½ï¿½ï¸ï¿½ï¿½ß²ï¿½ï¿½ï¿½ï¿½ï¿½ñ¡ï¿½ï¿½ï¿½ë¿´ï¿½ï¿½ï¿½ï¿½ï¿½â£¬ëµï¿½ï¿½ï¿½ï¿½æ¬ï¿½ïµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ó½ï¿½ï¿½ä¸ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¾ï¿½ï¿½æ¬ï¿½ï¿½ï¿½ï¿½ï¿½ú´ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê£ï¿½503�ó½ï¿½ï¿½ï¿½ï¿½ù£ï¿½ï¿½ï¿½503�ó½ï¿½500������207�ó½ï¿½ï¿½ï¿½ï¿½ù£ï¿½207�ó½ï¿½200����ê¦ï¿½ï¿½í¬ñ§ï¿½ï¿½ï¿½ï¿½ï¿½,��ó­ï¿½ï¿½ò³ï¿½îªð¡óªòµô±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½1����ê¾ï¿½ï¿½ï¿½â£ºï¿½ï¿½ï¿½î¼ï¿½õ¹ê¾ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½æ·í¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¦ï¿½ï¿½ë­ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò½ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½ç³ï¿½ï¿½ï¿½õ¹ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½æ·ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½ç»°ï¿½ï¿½206ôªï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½ð³ï¿½604ôªï¿½ï¿½ò»ì¨è¡å¯ï¿½ï¿½292ôªï¿½ï¿½ò»ì¨ï¿½ï¿½ï¿½ï¿½ï¿½195ôªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¦ï¿½ï¿½ï¿½ï¿½ï¿½çµä¿ú²ï¿½ï¿½ï¿½ã¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë¿íµï¿½ï¿½ï¿½ï¿½ï¿½é¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½î¼ï¿½ï¿½ï¿½ê¾ï¿½ï¿½ä»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½â£ï¿½ï¿½ï¿½ò»ì¨ï¿½ç»°ï¿½ï¿½ï¿½ï¿½ò»ì¨è¡å¯ï¿½ï¿½ï¿½ï¿½ô¼ï¿½ï¿½òªï¿½ï¿½ï¿½ï¿½ôªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¦ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½â£¬ï¿½ï¿½ï¿½ï¿½ï¿½ê½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¦ï¿½ï¿½ï¿½ï¿½206��292������ê¦ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½òªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½×¼è·ï¿½ï¿½ç®ï¿½ï¿½ï¿½ï¿½îªê²ã´ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½òªï¿½ï¿½ï¿½ï¿½îªï¿½ê´ï¿½ô¼ï¿½ï¿½òªï¿½ï¿½ï¿½ï¿½ôªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¦ï¿½ï¿½ï¿½ï¿½ô¼ï¿½ï¿½òªï¿½ï¿½ï¿½ï¿½ôªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½â£¿ï¿½ï¿½ï¿½ï¿½ö¸ï¿½ï¿½ï¿½ú´ï¿½ê¦ï¿½ï¿½ï¿½é£º206ôªï¿½ó½ï¿½200ôªï¿½ï¿½292ôªï¿½ó½ï¿½300ôªï¿½ï¿½200��300��500��ôªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½2��������������ê¦ï¿½ï¿½ï¿½õ²å´ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò»ì¨ï¿½ç»°ï¿½ï¿½ï¿½ï¿½ò»ì¨è¡å¯ï¿½ï¿½ï¿½ï¿½ô¼ï¿½ï¿½òª500ôªï¿½ï¿½ï¿½ï¿½ï¿½ãµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ú¿ï¿½ñ§ï°ï¿½ï¿½ï¿½ï¿½ï¿½ý¼ó·ï¿½ï¿½ï¿½ï¿½ã¡£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½â£©ï¿½ï¿½ï¿½ï¿½3����ê¶ô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áµ½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ïµï¿½ï¿½ï¿½ï¿½ç¿ñ§ï¿½ï¿½ñ§ï°ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½è¤ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï°ï¿½ó·ï¿½ï¿½ï¿½ï¿½ï¿½ä»ï¿½ï¿½ï¿½ï¿½ï£ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ã¸ï¿½öªê¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½êµï¿½ï¿½ï¿½ï¿½ï¿½â£¬ï¿½ðµï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ã£ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ä¹ï¿½ï¿½ì£ï¿½ï¿½ïºãµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ý¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ç·ï¿½ë¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ì£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½à²»ï¿½ï¿½ö®ï¿½ï¿½ï¿½ï¿½ï¿½ò¾ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ñ§ï°ó¦ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï°ï¿½ä¹ï¿½ï¿½ì£ï¿½ñ§ï¿½ï¿½ó¦ï¿½ï¿½ï¿½ú»î¶¯ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ì½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ö¡ï¿½ï¿½ï¿½ï¿½ï¿½ê¦ï¿½ú¿ï¿½ï¿½ï¿½ï¿½ðµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ú¶ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð§ï¿½ï¿½ö¸ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§öªê¶ï¿½ä·ï¿½ï¿½ï¿½ï¿½p��õ¹ï¿½ï¿½ï¿½î³é¹ï¿½ï¿½ì£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ë¼ï¿½ï¿½pöªê¶ï¿½í·ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ú¿ï¿½ï¿½ï£ï¿½ï¿½ò¾ï¿½ï¿½ã¸ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ì½ï¿½ï¿½ï¿½ï¿½ê±ï¿½ï¿½í¿õ¼ï¿½ì«ï¿½ù£ï¿½ï¿½ï¿½è»ï¿½ï¿½ê¦ï¿½ú½ï¿½ñ§ï¿½ï¿½×¢ï¿½â·¢ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ô£ï¿½ï¿½ï¿½ï¿½ç£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï´ï¿½ä³ð©ï¿½ï¿½ï¿½ï¿½ã»ï¿½ð·ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¸ï¿½ë¡£òªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½êµï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ì£¬ï¿½ï¿½ï¿½è»ï¿½ï¿½ï¿½ï¿½ê¦ï¿½ó¹ï¿½ï¿½ï¿½ï¿½ï¿½×ªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ù°ï¿½ï¿½ì¡£加法的估算教学反思篇三笔算、口算、心算和估算是小学生计算的几种主要方式，从计算结果的角度来看，笔算、口算、心算可归入准确计算，而估算那么可看作是一种近似计算方法。估算是对事物的数量或计算的结果做出粗略的推断或预测的过程，也是学生计算才能的重要组成局部。在以往的小学数学教学中，比拟注重学生笔算、口算才能的培养，对估算的要求较低。但在日常生活中，人们往往又离不开估算，比方：从家到学校估计有2千米，步行上学估计要用15分钟；带了10元钱去买菜，估计只能买一斤猪肉和2斤西红柿，18+23经估算知结果应是40左右……所以《数学课程标准》明确提出“应重视口算，加强估算”“在解决详细问题的过程中，能选择适宜的估算方法，养成估算的习惯”“能结合详细情况进展估算，并能解释估算的过程”。我考虑这个内容时，是反复考虑要不要讲“四舍五入”法；要不要讲“约等号”；估算如何用算式来表示。因为人教版二上第31页首次出现估算专项学习内容“加减法的估算”，但近似数的概念、约等号还没出现，只要求用语言表达估算的过程。《标准》提出了加强估算的要求，在第一学段要让学生“能结合详细情境进展估算，并解释估算的过程。”在一年级上、下册教材的相关内容中，已经进展了估计和估算的浸透，在这一册教材中第一次正式出现估算的教学内容，但还没有出现约等号。这块知识讲到什么程度，很难把握。只要学生会把题中的数转化成与之接近的整十数就可以啦，出现个别问题再个别解决。在进展练习时又碰到了一个难题。p32练习六第一题“先估算一下，下面哪些算式的得数比80大”这里有两个指令，先估算，再比拟。我先让学生写出估算的过程，来稳固估算的方法，但是解决第二个问题，又不能只看估算的结果，根据学生的年龄特点和承受才能，只能让学生把准确计算的过程也写出来，来帮助解决第二个问题。我是这样处理的。我想假如在复习这局部知识时，我会解决下面几个问题：〔1〕创设一个让学生真正体会到要用到估算的情景，知道生活中有时只需要知道一个大概，不需要理解准确数时，我们就需要估算。在平时计算时判断结果是否正确也可以用估算来判断，如43+18=51对吗？〔2〕让学生学会估数，因为在估算中，估数是非常重要的一步。〔3〕一定要明确在二年级上册的教学中，应选用整十数相加减的方法来估算。加法的估算教学反思篇四�������㡢���㡢����í¹ï¿½ï¿½ï¿½ï¿½ï¿½ð¡ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä¼ï¿½ï¿½ï¿½ï¿½ï¿½òªï¿½ï¿½ê½ï¿½ï¿½ï¿½ó¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä½ç¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã¡¢ï¿½ï¿½ï¿½ã¡¢ï¿½ï¿½ï¿½ï¿½é¹ï¿½ï¿½ë¾«è·ï¿½ï¿½ï¿½ã£¬ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½é¿ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½ö½ï¿½ï¿½æ¼ï¿½ï¿½ã·½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ç¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ôµï¿½ï¿½æ¶ï»ï¿½ô¤ï¿½ï¿½ä¹ï¿½ï¿½ì£ï¿½ò²ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½òªï¿½ï¿½é²ï¿½ï¿½ö¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð¡ñ§ï¿½ï¿½ñ§ï¿½ï¿½ñ§ï¿½ð£ï¿½ï¿½è½ï¿½×¢ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ã¡¢ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ô¹ï¿½ï¿½ï¿½ï¿½òªï¿½ï¿½ïµí¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½õ³ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë²»ï¿½ï¿½ï¿½ï¿½ï¿½ã£¬ï¿½ï¿½ï¿½ç£ºï¿½ó¼òµï¿½ñ§ð£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½2ç§ï¿½×£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½òªï¿½ï¿½15���ó£ï¿½ï¿½ï¿½ï¿½ï¿½10ôªç®è¥ï¿½ï¿½ë£ï¿½ï¿½ï¿½ï¿½ï¿½ö»ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½2����������18+23������öªï¿½ï¿½ï¿½ó¦ï¿½ï¿½40���ò¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ô¡ï¿½ï¿½ï¿½ñ§ï¿½î³ì±ï¿½×¼ï¿½ï¿½ï¿½ï¿½è·ï¿½ï¿½ï¿½ï¿½ï¿½ó¦ï¿½ï¿½ï¿½ó¿ï¿½ï¿½ã£¬ï¿½ï¿½ç¿ï¿½ï¿½ï¿½ã¡±ï¿½ï¿½ï¿½ú½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä¹ï¿½ï¿½ï¿½ï¿½ð£ï¿½ï¿½ï¿½ñ¡ï¿½ï¿½ï¿½ï¿½êµä¹ï¿½ï¿½ã·½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½é¹ï¿½ï¿½ï¿½ï¿½ï°ï¿½ß¡ï¿½ï¿½ï¿½ï¿½ü½ï¿½ï¾ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð¹ï¿½ï¿½ã£¬ï¿½ï¿½ï¿½ü½ï¿½ï¿½í¹ï¿½ï¿½ï¿½ä¹ï¿½ï¿½ì¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê±ï¿½ï¿½ï¿½ç·ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½òªï¿½ï¿½òªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë¡±ï¿½ï¿½ï¿½ï¿½òªï¿½ï¿½òªï¿½ï¿½ï¿½ï¿½ô¼ï¿½èºå¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê½ï¿½ï¿½ï¿½ï¿½ê¾ï¿½ï¿½ï¿½ï¿½îªï¿½ë½ì°ï¿½ï¿½ï¿½ïµï¿½31ò³ï¿½×´î³ï¿½ï¿½ö¹ï¿½ï¿½ï¿½×¨ï¿½ï¿½ñ§ï°ï¿½ï¿½ï¿½ý¡ï¿½ï¿½ó¼ï¿½ï¿½ï¿½ï¿½ä¹ï¿½ï¿½ã¡±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä¸ï¿½ï¿½î¡¢ô¼ï¿½èºå»ï¿½ã»ï¿½ï¿½ï¿½ö£ï¿½ö»òªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä¹ï¿½ï¿½ì¡ï¿½ï¿½ï¿½ï¿½ï¿½×¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë¼ï¿½ç¿ï¿½ï¿½ï¿½ï¿½ï¿½òªï¿½ï¿½ï¿½úµï¿½ò»ñ§ï¿½ï¿½òªï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ü½ï¿½ï¾ï¿½ï¿½ï¿½ï¿½é¾³ï¿½ï¿½ï¿½ð¹ï¿½ï¿½ã£¬ï¿½ï¿½ï¿½ï¿½ï¿½í¹ï¿½ï¿½ï¿½ä¹ï¿½ï¿½ì¡ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½ê¼¶ï¿½ï¡ï¿½ï¿½â²ï¿½ì²äµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð£ï¿½ï¿½ñ¾ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë¹ï¿½ï¿½æºí¹ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½í¸ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½ì²ï¿½ï¿½ðµï¿½ò»ï¿½ï¿½ï¿½ï¿½ê½ï¿½ï¿½ï¿½ö¹ï¿½ï¿½ï¿½ä½ï¿½ñ§ï¿½ï¿½ï¿½ý£ï¿½ï¿½ï¿½ï¿½ï¿½ã»ï¿½ð³ï¿½ï¿½ï¿½ô¼ï¿½èºå¡ï¿½ï¿½ï¿½ï¿½öªê¶ï¿½ï¿½ï¿½ï¿½ê²ã´ï¿½ì¶è£ï¿½ï¿½ï¿½ï¿½ñ°ï¿½ï¿½õ¡ï¿½ö»òªñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ðµï¿½ï¿½ï¿½×ªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ö®ï¿½ó½ï¿½ï¿½ï¿½ï¿½ï¿½ê®ï¿½ï¿½ï¿½í¿ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ö¸ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ù¸ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ú½ï¿½ï¿½ï¿½ï¿½ï¿½ï°ê±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò»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¿½ã£»ï¿½ã¿ï¿½ï¿½ï¿½ï¿½ï¿½ã£»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã£»ï¿½ã±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½èµè¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ãµï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½í¬ï¿½ï¿½ï¿½ï¿½ï¿½ã²ï¿½í¬ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½êµê©ï¿½ë¶ï¿½ï¿½ï¿½ç°ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½æ·ï¿½ï¿½í³ï¿½æ²ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ô±ï¿½ï¿½ï¿½ë¶ï¿½ï¿½ï¿½ï¿½í²í¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð©ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ê±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ð¡ï¿½ï¿½ï¿½ï¿½ï¿½û¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½è½ï¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã£¬ï¿½ó¶ï¿½ï¸ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¶ï¿½ï¿½ï¿½ð²½·ï¿½õ¹ñ§ï¿½ï¿½ï¿½ï¿½ë¼ï¿½ï¿½ï¿½ï¿½ï¿½æ±ï¿½ï¿½ï£¬ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë¡¢ï¿½ï¿½ï¿½ï¿½ì½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½加法的估算教学反思篇九新人教版三年级的教材中，在万以内加减法中穿插了估算的应用，让学生对计算又有了新的认识。教材安排了两个问题：“收银员收多少钱？”和“爸爸要带多少钱？”这就考察学生对估算与精算的理解与应用。这个也让我想起吴正宪老师的《估算》，在课尾处，她设计了一个问题：“我们大约带50元钱，那我们就付50元钱吗？”产生分歧后明确：付多少钱要准确算，这与我们生活是严密联络的，而新教材正式建立与这样的生活经历之上，对估算进展了改编，让学生结合题意，在方法上进展取舍。基于这样的教材背景，我在课堂上设计了这样的练习①5元②18元③54元④128元〔1〕买②和④，要带多少钱？要付多少钱？〔2〕满100元送购物袋，你打算买那几样？〔3〕满150元送布娃娃，你打算买哪两样？〔4〕假如满200元才送布娃娃，你又会选择哪两样？追问:增加⑤号，它最小是几元？第一题只是起到稳固精算和估算的作用；第二题浸透了“精打细算”的生活经历，对于这种“满多少送东西”的问题，独辟蹊径，选择最优解；第三题是对估算的合理利用；第四题增加了区间问题，让⑤号最小，那我选择的另一件商品应该是最贵的，然后让两件总价格等于200。课堂上我让学生角色扮演，一个当买家，一个当收银员，其余学生提供策略。学生积极性很强，尤其是第〔2〕题，当大局部学生在两件商品间彷徨时，有几个同学说只用买④号就行，于是立即评价学生：“你真会精打细算！”而第〔4〕题对于⑤号的估价，学生反响也非常快，理由充足。通过这几题的训练，让学生实在感受到学习数学并不是毫无用途，而是要擅长利用自己的数学知识，学会精打细算，做生活的小能手！加法的估算教学反思篇十在上“加法估算”这节课前，我查阅了不少资料，估算对培养学生拥有良好的数感，具有重要的价值，在日常生活与数学学习中有也着非常广泛的应用。二年级学生虽有近似意识，能把一个两位数，三位数估成跟它近似的整百，整十数，能根据自己的经历对100以内的加减法进展简单的估算，但还未形成估算意识，养成估算习惯，不理解估算的多种策略和方法。所以我大胆的挖掘、开发教材资，设计了一节典型的“加法估算课”，整个设计流程科学，构造安排合理，学习思维灵敏，积极性高，兴趣浓。在这节课的设计中，我始终把握住“估算来自于生活”这一认知目的，设计了“笑笑和妈妈一起到超市购物”，“小鬼当家”等情景，将估算教学置于解决问题的大背景下，让学生分析^p问题，选择适宜的策略解决问题,在问题解决过程中，自觉地把计算和实际问题情境联络起来，理解为什么要计算，什么时候要用到估算，从而感受估算的意义，培养估算意识。由于学生对于相关数学知识和技能的掌握情况及思维方式、程度不同，在估算中方法会多种多样。在课堂上，我积极鼓励学生估算方法多样化，让学生充分交流，表达自己的想法，理解别人的算法，使学生体会到解决同一个问题可以有不同的方法，促进学生进展比拟和优化。把估算和精算有机结合，促进精算的正确率。让学生在精算前运用估算对结果进展预测，计算后要求学生运用估算对结果进展验证。这样学生在运用估算时体会到估算的数学价值，相信估算是有用的，假如长时间坚持在计算前估算，学生肯定会偿到估算的“甜头”，就会将估算内化为一种自觉的意识。1、例题的数字给得较多，较难，让学生算起来不太容易，不利于学生体会估算的意义和方法。2、在设计的“二次反思，提升认识”，你对刚刚自己的估算结果做一点评价和考虑吗？你比拟欣赏哪种估算方法？我点拨和总结的不到位，就草草收场。没能让学生在对自己估算方法的自我剖析中，发现各种方法的优势和缺乏，在体验中把方法优化。3、四舍五入到哪一位等细节性的问题？讲的不够明晰，清楚。总之，通过这节估算课教学，给自己、给学生,都很多的收获、很大的启发，是个大胆的尝试,在以后的教学中,我会多重视估算教学，以进步学生估算才能，培养数学修养。加法的估算教学反思篇十一�������ï¾ï¿½òªï¿½ï¿½ñ§100���ú¼ó¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë£ï¿½ï¿½ï¿½îªè¥ï¿½ï¿½ò²ï¿½ï¿½ï¿½î¶ï¿½ï¿½ê¼¶ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ã¿ï¿½ê±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò»ð©ï¿½ï¿½ï¿½î£ï¿½ï¿½ï¿½ï¿½ô¶ï¿½ï¿½ï¿½ï¿½ã¿îµä½ï¿½ñ§ï¿½ï¿½ï¿½ç¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½â¡ï¿½îªï¿½ë¸ï¿½ï¿½ï¿½ð§ï¿½ø½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ú¾ï¿½ï¿½ï¿½ò»ð©ï¿½ï¿½ë¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ñ§ï°ï¿½ï¿½ò»ï¿½ï¿½ï¿½è½ï¿½ï¿½ï¿½òªï¿½ï¿½ï¿½ï¿½ï¿½ý£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½òªï¿½ï¿½ï¿½å£¬ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ä¼ï¿½ï¿½ï¿½ï¿½ðºï¿½ï¿½ï¿½ï¿½ã£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½êµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò²ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½òªï¿½ï¿½ï¿½ï¿½ï¿½ã¡ï¿½ï¿½ï¿½ï¿½ï¿½ä½ì²ä³ï¿½ï¿½öµï¿½ï¿½ï¿½100���úµä¼ó¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã£¬ò²ï¿½çµï¿½ò»ï¿½î³ï¿½ï¿½ö¹ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ý¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã»ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½í¨ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ðµï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ïµï¿½ï¿½ï¿½ìµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½é¾°ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½å£¬ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½æ·ï¿½ï¿½ï¿½é¾°ï¿½ï¿½ï¿½ð¼ó¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã£¬ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ä¹ï¿½ï¿½ï¿½ï¿½ï¿½ê¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½í¨ï¿½ï¿½ó¦ï¿½ã£ï¿½ê¹ñ§ï¿½ï¿½ï¿½ï¿½ï¿½üµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï°ï¿½ä¼ó¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½êµï¿½ï¿½ï¿½ï¿½ï¿½ð¾ï¿½ï¿½ï¿½ï¿½ï¿½òªï¿½ï¿½ï¿½ã¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã»ï¿½ð³ï¿½ï¿½ï¿½ê²ã´ï¿½ï¿½ï¿½â¡£ï¿½ï¿½ï¿½ï¿½ï¿½ú¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ø¼ï¿½ï¿½ä£ï¿½ï¿½ï¿½ï¿½ï¿½í³ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¡£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½é¾°ï¿½ç½ì¿ï¿½ï¿½ï¿½ï¿½ð¹ï¿½ï¿½ï¿½ï¿½ï¿½æ·ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½â£ºï¿½ï¿½ê¦ï¿½ï¿½100ôªç®ï¿½ï¿½×¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½æ·ï¿½ï¿½ï¿½ï¿½ï¿½ü¹ï¿½ï¿½ï¿½ò»ï¿½â¹ï¿½ï¿½ð£¿£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½æ·ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë¼ï¿½ï¿½ï¿½ï¿½è»ï¿½ï¿½è«ï¿½à½»ï¿½ï¿½ï¿½ë·¨ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ãµï¿½ê±ï¿½ï¿½ò²ï¿½ï¿½ï¿½çºü¶à£¬ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½îµï¿½ï¿½çºü¶ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë¾ï¿½è·ï¿½äµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã±¨ëµï¿½ï¿½ï¿½ç²ï¿½ï¿½ç¹ï¿½ï¿½ë£ï¿½ï¿½ò¼ï¿½ï¿½ë£ï¿½ï¿½ã»¹ï¿½ð¸ï¿½ï¿½ãµä·ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ã»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½òµï¿½ï¿½ï¿½í¼ï¿½ï¿½ï¿½ï¿½ï¿½ñ¼ï¿½ï¿½ï¿½ï¿½ë³ï¿½ï¿½ï¿½ï¿½ò»ï¿½â¶ï¿½ï¿½ñ¡ï¿½ï¿½ï¿½ö»ï¿½ï¿½ç£ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ä±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë£ï¿½ï¿½ï¿½ï¿½ü²ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½ø£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë£ï¿½ëµï¿½ï¿½ï¿½ë¹ï¿½ï¿½ï¿½ä·ï¿½ï¿½ï¿½ï¿½ï¿½ë­öªëµï¿½ë¼ï¿½ï¿½ï¿½ï¿½ï¿½è´ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ô¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿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