一年级数学教学工作总结(26篇)

第页共页一年级数学教学工作总结(26篇)一年级数学教学工作总结篇一针对学生数学根底不太好，后进生面较大的现状，在教学中认真钻研教材，把握好教材的重点和难点，根据教材内容以及学生的实际程度和特点，选择适当的教学方法，寓教于乐，尽可能使学生学得轻松、愉快。做到了以下几点：①降低起点，设置小台阶、拉着学生渐渐往上爬。我把每节课的内容分成几个层次，由浅入深，步步深化，一道题拆成几个小题，最后组合，使学生日有所学，学有所得，真正体会到成功的喜悦；②查漏补缺，铺路搭桥。新知识孕育在旧知识中，在学生根底差的情况下，每节课安排一些复习旧知识的时间，这样既有利于催促学生复习稳固，又有利于根底差的学生承受新知识，跟上新的学习进度。上好课是保证教学质量的关键，只有认真上好每一节课，才能不断进步学生的学习兴趣和学习才能。在教学过程中，我不仅注意学生知识的掌握情况，而且还非常注意学生学习才能的培养，除了要求他们“学会”，更重要的是要让他们自己“会学”。课堂上，对于那些脑子灵反响快，好胜心强，爱动、贪玩、粗心，懂一点就听不进去，注意力很难集中的学生，上课时就对他们多提问，多盯着他们，把他们的注意力集中到“学习”这个焦点上来，让每一个学生都能积极主动地参与教学活动，而不只是简单的老师教，学生听。总的来看，学生学习的兴趣和积极性大大进步了，课堂气氛变活泼了，学生的学习方法也得到了改善，分析^p问题的思路比拟明晰，考虑问题也比以前全面、周到了。作业是对学生学习情况的检验，从作业中可以发现学生对知识的掌握情况和存在的问题。所以，对学生所做的每一次作业，我总会认真修改，仔细分析^p，及时发现学生学习中的薄弱环节，进展补漏。每次作业我都坚持做到“学生做——老师改——老师讲评——学生订正——老师再改”。确保每一个知识环节，学生都能学好、学透。所教的班级中有个别同学存在学习障碍，我经常对他们进展跟踪辅导。通过课堂教学、检测、作业反响等，发现问题，充分利用空余时间为他们开“小灶”，作业错了，坚持面批面改，促进他们自我奋进。同时，安排优秀学生当小老师，与根底差的学生结对子，互帮互学，得到进步。一学期下来他们成绩进步不仅很明显，而且在学习态度、学习习惯方面有了明显好转。在认真搞好教学工作的同时，我还非常注意自身素质和业务程度的进步，虚心向有经历的老师请教，认真对待学校及上级部门组织的活动和教研组活动，努力让自己在活动中得到锻炼、进步。一年级数学教学工作总结篇二����ç°ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½æ±¸ï¿½î¡ï¿½ï¿½ï¿î¡ï¿½ï¿½ï¿½ï¿½î¡ï¿½ï¿½ï¿½ï¿½î£ï¿½ï¿½ï¿½ê±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½òµï¿½ï¿½ï¿½ï¿½ï¿½ã¿îºó¸¨µï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï±ï¿½ð£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½êµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½è«ï¿½ï¿½êµê©ï¿½ï¿½ï¿½ê½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã·ºï¿½ï¿½ï¿½ô¸ï¿½ï¿½ï¿½öªê¶ï¿½ï¿½å¬ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½òµï¿½ï¿½ë®æ½ï¿½í½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¸ï¿½òªï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¹ñ§ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ã¡ï¿½ï¿½ï¿½ï¿½â¿î³ì±ï¿½×¼ï¿½ï¿½ï¿½ï¿½ë¼ï¿½ë¡¢ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ã½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ë¼â·ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½×ªï¿½ï¿½ë¼ï¿½ë£¬ï¿½ï¿½ï¿½ï¿½ì½ï¿½ï¿½ï¿½ï¿½ï¿½ä¸ï¿½ï¿½ñ§ï¿½ï¿½ï¿½õµï¿½ï¿½üºãµï¿½ð§ï¿½ï¿½ï¿½ï¿½ï¿½ó¶ï¿½ë³ï¿½ï¿½ï¿½ï¿½é½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ñ£¬²ï¿½ï¿½ï¿½è¡ï¿½ï¿½ï¿½ë½ïºã³é¼ï¿½ï¿½ï¿½ï¿½ú¾ï¿½ï¿½ï¿½ä½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ð£ï¿½ï¿½ï¿½ï¿½ï¿½ó¦ï¿½ï¿½ê±ï¿½ú½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½òªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï°ï¿½â¿î³ì±ï¿½×¼ï¿½ï¿½×¢ï¿½øºï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ê¦ï¿½ï¿½ï¿½ð½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ôµï¿½ì½ï¿½öºï¿½ñ§ï°ï¿½ï¿½ï¿½ï¿½ï±ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ñ§ï°ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½à¼¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½æ¶ï¿½ï¿½ï¿½ñ§ï¿½æ»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½æ»ï¿½êµê©ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ú£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ì«ï¿½ã£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï´ï¿½ï¿½ï¿½ï¿½×´ï¿½ï¿½ï¿½ú½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð½ì²ä£ï¿½ï¿½ï¿½ï¿½õºã½ì²äµï¿½ï¿½øµï¿½ï¿½ï¿½ñµã£¬ï¿½ï¿½ï¿½ý½ì²ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ô¼ï¿½ñ§ï¿½ï¿½ï¿½ï¿½êµï¿½ï¿½ë®æ½ï¿½ï¿½ï¿½øµã£¬ñ¡ï¿½ï¿½ï¿½êµï¿½ï¿½ä½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ô¢ï¿½ï¿½ï¿½ï¿½ï¿½ö£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¹ñ§ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½é¡ï¿½ï¿½ï¿½ì¡£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½â¼ï¿½ï¿½ã£ºï¿½ï¿½ï¿½ï¿½ï¿½ù½ï¿½ï¿½ï¿½ï¿½ï¿½ã£¬ï¿½ï¿½ï¿½ï¿½ð¡ì¨ï¿½×¡ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò°ï¿½ã¿ï¿½ú¿îµï¿½ï¿½ï¿½ï¿½ý·ö³é¼ï¿½ï¿½ï¿½ï¿½ï¿½î£ï¿½ï¿½ï¿½ç³ï¿½ï¿½ï¿½î£¬ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë£¬ò»ï¿½ï¿½ï¿½ï¿½ï¿½é¼ï¿½ï¿½ï¿½ð¡ï¿½â£¬ï¿½ï¿½ï¿½ï¿½ï¿½ï£ï¿½ê¹ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ã£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½áµ½ï¿½é¹ï¿½ï¿½ï¿½ï²ï¿½ã£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ú²ï¿½â©ï¿½ï¿½è±ï¿½ï¿½ï¿½ï¿½â·ï¿½ï¿½ï¿½å¡ï¿½ï¿½ï¿½öªê¶ï¿½ï¿½ï¿½ï¿½ï¿½ú¾ï¿½öªê¶ï¿½ð£ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½â£ï¿½ã¿ï¿½ú¿î°ï¿½ï¿½ï¿½ò»ð©ï¿½ï¿½ï°ï¿½ï¿½öªê¶ï¿½ï¿½ê±ï¿½ä£¬ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ú¶ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï°ï¿½ï¿½ï¿½ì£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ú»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½öªê¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½âµï¿½ñ§ï°ï¿½ï¿½ï¿½è¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ïºã¿ï¿½ï¿½ç±ï¿½ö¤ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ä¹ø¼ï¿½ï¿½ï¿½ö»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ïºï¿½ã¿ò»ï¿½ú¿î£ï¿½ï¿½ï¿½ï¿½ü²ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ñ§ï°ï¿½ï¿½è¤ï¿½ï¿½ñ§ï°ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ú½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ð£ï¿½ï¿½ò²ï¿½ï¿½ï¿½×¢ï¿½ï¿½ñ§ï¿½ï¿½öªê¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½ê®ï¿½ï¿½×¢ï¿½ï¿½ñ§ï¿½ï¿½ñ§ï°ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½òªï¿½ï¿½ï¿½ï¿½ï¿½ç¡ï¿½ñ§ï¿½á¡±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½òªï¿½ï¿½ï¿½ï¿½òªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ô¼ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð©ï¿½ï¿½ï¿½ï¿½ï¿½é·´ó¦ï¿½ì£¬ï¿½ï¿½ê¤ï¿½ï¿½ç¿ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ì°ï¿½æ¡¢ï¿½ï¿½ï¿½ä£ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½è¥ï¿½ï¿½×¢ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ¼ï¿½ï¿½ðµï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿ï¿½ê±ï¿½í¶ï¿½ï¿½ï¿½ï¿½ç¶ï¿½ï¿½ï¿½ï¿½ê£ï¿½ï¿½à¶¢ï¿½ï¿½ï¿½ï¿½ï¿½ç£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½çµï¿½×¢ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ðµï¿½ï¿½ï¿½ñ§ï°ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã¿ò»ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ü»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ø²ï¿½ï¿½ï¿½ï¿½ñ§ï¿½î¶¯ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ö»ï¿½ç¼òµ¥µï¿½ï¿½ï¿½ê¦ï¿½ì£ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½üµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ñ§ï°ï¿½ï¿½ï¿½ï¿½è¤ï¿½í»ï¿½ï¿½ï¿½ï¿½ô´ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½õ±ï¿½ï¿½ô¾ï¿½ë£ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ñ§ï°ï¿½ï¿½ï¿½ï¿½ò²ï¿½ãµï¿½ï¿½ë¸ï¿½ï¿½æ£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë¼â·ï¿½è½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò²ï¿½ï¿½ï¿½ï¿½ç°è«ï¿½æ¡¢ï¿½üµï¿½ï¿½ë¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½òµï¿½ç¶ï¿½ñ§ï¿½ï¿½ñ§ï°ï¿½ï¿½ï¿½ï¿½ä¼ï¿½ï¿½é£¬ï¿½ï¿½ï¿½ï¿½òµï¿½ð¿ï¿½ï¿½ô·ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½öªê¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½í´ï¿½ï¿½úµï¿½ï¿½ï¿½ï¿½â¡£ï¿½ï¿½ï¿½ô£ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã¿ò»ï¿½ï¿½ï¿½ï¿½òµï¿½ï¿½ï¿½ï¿½ï¿½ü»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä£ï¿½ï¿½ï¿½ï¸ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê±ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ñ§ï°ï¿½ðµä±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ú£ï¿½ï¿½ï¿½ï¿½ð²ï¿½â©ï¿½ï¿½ã¿ï¿½ï¿½ï¿½ï¿½òµï¿½ò¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¦ï¿½ä¡ï¿½ï¿½ï¿½ï¿½ï¿½ê¦ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¦ï¿½ù¸ä¡ï¿½ï¿½ï¿½è·ï¿½ï¿½ã¿ò»ï¿½ï¿½öªê¶ï¿½ï¿½ï¿½ú£ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ã¡ï¿½ñ§í¸ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ìµä°à¼¶ï¿½ï¿½ï¿½ð¸ï¿½ï¿½ï¿½í¬ñ§ï¿½ï¿½ï¿½ï¿½ñ§ï°ï¿½ï°ï¿½ï¿½ï¿½ï¿½ò¾ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ç½ï¿½ï¿½ð¸ï¿½ï¿½ù¸ï¿½ï¿½ï¿½ï¿½ï¿½í¨ï¿½ï¿½ï¿½ï¿½ï¿½ã½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½â¡¢ï¿½ï¿½òµï¿½ï¿½ï¿½ï¿½ï¿½è£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½â£¬ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã¿ï¿½ï¿½ï¿½ê±ï¿½ï¿½îªï¿½ï¿½ï¿½ç¿ï¿½ï¿½ï¿½ð¡ï¿½î¡±ï¿½ï¿½ï¿½ï¿½òµï¿½ï¿½ï¿½ë£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä£ï¿½ï¿½ù½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò·ü½ï¿½ï¿½ï¿½í¬ê±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ð¡ï¿½ï¿½ê¦ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ó£ï¿½ï¿½ï¿½ï¿½ï»¥ñ§ï¿½ï¿½ï¿½ãµï¿½ï¿½ï¿½ß¡ï¿½ò»ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ç³é¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ô£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï°ì¬ï¿½è¡ï¿½ñ§ï°ï°ï¿½ß·ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ôºï¿½×ªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½í¬ê±ï¿½ï¿½ï¿½ò»ï¿½ê®ï¿½ï¿½×¢ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½êºï¿½òµï¿½ï¿½ë®æ½ï¿½ï¿½ï¿½ï¿½ß£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð¾ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¦ï¿½ï¿½ì£ï¿½ï¿½ï¿½ï¿½ï¿½ô´ï¿½ñ§ð£ï¿½ï¿½ï¿½ï¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ö¯ï¿½ä»î¶¯ï¿½í½ï¿½ï¿½ï¿½ï¿½ï¿½î¶¯ï¿½ï¿½å¬ï¿½ï¿½ï¿½ï¿½ï¿½ô¼ï¿½ï¿½ú»î¶¯ï¿½ðµãµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ß¡ï¿½一年级数学教学工作总结篇三我校的课程改革工作从组织到施行已经半个学期了。在课改实验中学校领导高度重视，充分发挥老师的主导作用，课改工作在探究中行进，在理解中开展。分层教学是素质教育、因材施教思想的延伸。分层分班教学，更有利于老师课堂教学的操作，有利于根据学生的需求组织教学，有利于鼓励学生积极地参与到课堂教学活动。现就半学期工作总结如下:由老师本位转为学生本位，真正树立了“以人为本”的教育理念。实验中，老师真正实现了以学生为学习的主体。此次课程改革中，新课标强调的学生是学习和开展的主体，老师要关注学生的个体差异和不同的学习需求，保护学生的好奇心、求知欲，充分激发学生的主体意识和进取精神，自主、合作、探究教学形式已逐步深化人心。新的数学教材是以“问题情境——建立模型——解释、应用、拓展”的根本形式展开的。在每一节课的开场，实验者都为学生创设一个良好的问题情境。在课堂教学中，我们有意识的创设愉悦、探究的教学情境，力争做到“课伊始，情趣生”，力争将导言导得新、导得巧、导得趣，导出学生急于探究的心理，力争让学生在良好的问题情境中去探究、去发现、去求知。我们一致认为：创设一种有利于学生自主探究的情境是至关重要的。“假如老师不想方设法使学生进入情绪高昂和智力振奋的内心状态，就急于传授知识，那么，这种知识只能使人产生冷漠的态度，而不动感情的脑力劳动就会带来疲倦。”在实验中，创设良好的问题情境让学生去探究、去发现、去求知，这也是我们实验中要重点研究和深化研究的。在实验者的课堂上，学生不但是“听”者、“答”者，而且是“问”者、“思”者、“说”者，并且从“学”的领域扩展到“教”的领域，局部已成为“教”者。学生在课堂的“风采展示”栏目中成了一个个“小老师”。教学中，实验者是这样做的：新课教学中，把一节课中学生易疲倦、易无视或重点、难点问题交给不同层次的学生讲。课前老师适当引导、点拨。如在学习《梯形的中位线》时，教材中的方法省略了很多思维过程，不仅抽象，而且难于理解。于是老师让学生当“小老师”，准备这局部知识的讲解，并引导他将梯形问题转化为三角形问题来研究，课上，他采用了两种方法讲解，并让学生多中择优，选择简单的方法，学生俨然是一位“小老师”。语言也颇有启发性，如“同学们请观察……”，“同学们，你发现了什么……?”，“能说说你的思路吗?”等等。实验结果说明，不仅“小老师”教得认真，获得了成功感，而且学生也听得投入、听得专心，他们瞪大眼睛以便使自己发现别人的缺点，等别人讲完后好争着抢着评价。这样，学生觉得课堂气氛自由、民主、开放，所以可以乐学、爱学、善学、勤学。师生互教互学，实现了教与学方式的初步转变。要求学生学在前面，使他们掌握学习的主动权，通过预习让学生自主获取知识，构建知识构造，并提出预习中遇到的问题，课上做预习汇报。如在学习《平行四边形断定》时，学生根据性质猜测得出5种不同的断定方法，其中包括教材中没有的“两组对角分别相等的四边形是平行四边形”;在学习《矩形》时，学生提出：对角线互相平分的平行四边形是不是矩形?这也是新教材中没有的;在学《正方形》时学生又提出：正方形、矩形、菱形之间有何关系?不仅新课学习中，让学生掌握学习的主动权，自己构建知识构造。在复习课中，实验者也同样重视让学生构建一章的知识构造。如在“直角三角形的计算”一章的复习课上，学生在老师指导下，构建了知识构造。将这一章的重点内容根本总结出来了，然后通过互助、补充的方式，学生将此知识构造进一步完善，即“先建骨架，渐丰其体”。通过这一过程，学生不断地对自己的考虑过程进展再认识，对各种观点加以组织和改组，进而进步自主构建的才能。课程要求的教学改革，应当贯彻“让课堂充满生命活力，让学生成为学习的主人”这一策略思想，引导学生主动参与、乐于探究、勤于考虑，注重培养学习的独立性和自主性，促进学生在老师指导下主动地、生动地、富有个性地学习。“让学生更情愿地、自主地、有效地实现数学学习过程”，这也是新的课程标准力争实现的目的，也是摆在我们面前的新课题。如今学生课前可以主动预习的占50%，一章完毕后能主动复习的占43%，课堂上发言的同学多了，学数学的同学多了。重过程轻结果，开发潜能，自主编题：在学习中，实验让学生操作，图形让学生画出，规律让学生发现，结论让学生总结，用学生的活动代替老师的讲、做、说，将课堂还给学生，让学生充分表现自我。如结合所学知识自编题，并鼓励编题别树一帜，标新立异，求异创新。注重让学生探究、搜集信息、感受知识。于乐中学，使枯燥乏味的数学变得既有趣又有用，在此过程中培养了学生的创新精神和理论才能。我们快乐地看到，学生喜欢这样的数学。我们深深体会到：我们可以把真理奉送给学生，但他们的内驱力、自主性却是我们奉送不了，也“灌输”不了的。传统的教学中，我们做了知识的代言者，控制着学生的学习，决定学生学什么、如何学、何时学、何时答等问题，没有考虑到学生的感受，没有考虑到主体参与学习的程度，我们所教的知识不能内化为学生个人意义的材料，也就更不能外化为才能，被动的、机械式的学习使学生成了学习的奴隶，学生的天性受到了摧残。新的课程改革赋予了课堂教学以新的涵义：“让课堂充满生命活力，让学生成为学习的主人”“引导学生主动参与、乐于探究、勤于考虑，注重培养学生学习的独立性和自主性，促进学生在老师指导下的主动地、生动地、富有个性地学习。”以上这些体会，使我们感觉到我们正在向新课程迈进。1、尽管我们重视学生动口、动手才能的培养，但是学生仍“不会说话”——不会完好、准确的表词达意;学生动手才能也很差，如不能正确标准的画图，不会使用画图工具等。下一步实验中，要加强对学生的动口、动手才能的培养。2、课堂教学中，尽管互换了师生角色，也可以让学生走上讲台分层教学，但老师对课堂的控制仍过“死”，有些地方总是不相信学生，不能给学生充分的自主权。下一步实验中，要彻底转变教学观念变以“老师为本位”为以“学生为本位”。3、课堂教学中，老师完成教学任务的思想限制了学生的活动程度和时间，因此重结果轻过程的现象仍然存在，老师过于看中学生答复下列问题正确与否的“果”，没有把学生的交流看作是学生心灵间的沟通。下一步实验中，要放手让学生探究、交流、合作，重结果，更重过程。4、学生个体存在差异，对于根底差的学生自主学习才能的培养要采取更为行之有效的方法，如分层复式教学法。1、科学的测量、评价学生自主学习的才能应采取的方法。2、正确有效的处理好层次关系。3、学生个体存在差异，对于根底差的学生自主学习才能的培养应采取更为行之有效的途径。一年级数学教学工作总结篇四������ð£ï¿½ä¿î³ì¸ä¸ï¹¤ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ö¯ï¿½ï¿½êµê©ï¿½ñ¾ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ë¡ï¿½ï¿½ú¿î¸ï¿½êµï¿½ï¿½ï¿½ï¿½ñ§ð£ï¿½ìµ¼ï¿½ß¶ï¿½ï¿½ï¿½ï¿½ó£ï¿½ï¿½ï¿½ö·ï¿½ï¿½ó½ï¿½ê¦ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã£ï¿½ï¿½î¸ä¹ï¿½ï¿½ï¿½ï¿½ï¿½ì½ï¿½ï¿½ï¿½ï¿½ï¿½ð½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð·ï¿½õ¹ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ö²ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ê½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê©ï¿½ï¿½ë¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ì¡£ï¿½ö²ï¿½ö°ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¦ï¿½ï¿½ï¿½ã½ï¿½ñ§ï¿½ä²ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ú¸ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ö¯ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ú¼ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ø²ï¿½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½ï¿½ü¸ï¿½ñ§ï¿½ï¿½ï¿½ï¿½öµï¿½ï¿½ï¿½ï¿½ï¿½è¨ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½êµï¿½ï¿½ï¿½ð£ï¿½òªï¿½ï¿½ï¿½ï¿½×ªï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ô¡ï¿½ï¿½ï¿½ê¦îªï¿½ï¿½î»ï¿½ï¿½îªï¿½ô¡ï¿½ñ§ï¿½ï¿½îªï¿½ï¿½î»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½3�����ã½ï¿½ñ§ï¿½ð£ï¿½ï¿½ï¿½ê¦ï¿½ï¿½é½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ë¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ä»î¶¯ï¿½ì¶èºï¿½ê±ï¿½ä£¬ï¿½ï¿½ï¿½ï¿½ø½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ìµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½è»ï¿½ï¿½ï¿½ú£ï¿½ï¿½ï¿½ê¦ï¿½ï¿½ï¿½ú¿ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ø´ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½è·ï¿½ï¿½ï¿½ä¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã»ï¿½ð°ï¿½ñ§ï¿½ï¿½ï¿½ä½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä¹ï¿½í¨ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½êµï¿½ï¿½ï¿½ð£ï¿½òªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ì½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ø½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ø¹ï¿½ï¿½ì¡ï¿½ï¿½ï¿½ï¿½ï¿½4��ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ú²ï¿½ï¿½ì£¬ï¿½ï¿½ï¿½ú»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï°ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½òªï¿½ï¿½è¡ï¿½ï¿½îªï¿½ï¿½ö®ï¿½ï¿½ð§ï¿½ä·ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ö²ã¸´ê½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½1����ñ§ï¿½ä²ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï°ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ó¦ï¿½ï¿½è¡ï¿½ä·ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½2����è·ï¿½ï¿½ð§ï¿½ä´ï¿½ï¿½ï¿½ï¿½ã²ï¿½î¹ï¿½ïµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½3��ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ú²ï¿½ï¿½ì£¬ï¿½ï¿½ï¿½ú»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï°ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ó¦ï¿½ï¿½è¡ï¿½ï¿½îªï¿½ï¿½ö®ï¿½ï¿½ð§ï¿½ï¿½í¾ï¿½ï¿½ï¿½ï¿½一年级数学教学工作总结篇五本学期，我担任九(2)(3)的数学教学工作，回想过去的一个学期，我所教的班级总体成绩还算理想。由于两个班级学生的根底不同，承受才能不同，所以两个班的教学形式完全不同。详细来说，针对这样的实际情况，我设计不同层次的教学目的，提出不同层次的学习要求，采用不同的教学方法，给予不同层次的辅导，进展不同层次的检测，从而使两个班学生分别在各自的起点上选择不同的学习速度、获取知识的数量及层次不同的知识信息点，采取适应各班差异的教学方法，促使两个班级学生都得到开展。精心有效的备课是完成教学任务的根底。针对两个班的实际情况，不光要备好教材，更要备好学生。备课要在透彻理解课程标准和教材的根底上，对教学内容深化研究、精心设计，结合班级特点和学生实际，制定教学目的。对3班学生要求识记并理解所学的根本概念、法那么、公式、定理等，立足对根底知识的掌握和记忆，减少学习数学的恐惧，培养自信心。对2班学生要求做到在掌握根底知识上，能运用所学知识独立的分析^p和解决一些综合性数学问题和实际问题，重在培养学生的自学才能，创新精神和应用数学的意识。注重根底，适度进步，真正表达“低起点，小坡度”的层次性，使学生能学会、学得自然、轻松，根据教材内容自行设计例题，由浅入深，层层递出。在3班上课时，速度适当放慢，一般不用多媒体上课，注重讲练结合，让学生模拟练习。练习时让中等偏下的学生上黑板解题，局部根底好的学生解答完题可自行上来修改错误点，等大局部学生解答完，黑板上的解题过程也修改完善了。同时也让好的学生在解完题时有事可干，进步了竞争意识，带动了中等学生。在2班上课时，速度适当加快，增加容量。对于一些练习题，直接请学生上来讲解，其他学生积极考虑，有不同方法可再次上台讲解，激发了学生解题的兴趣，进步了学生解题才能。另外，每周有三天利用课前5分钟做一道根底题，快的同学做好可让我先批，如有错及时更改，正确的同学那么去帮其他同学批，这样下来根本上5分钟大局部同学都批好改好，还没来得及的同学课后在我这一一过关。假如错误率高，明天继续做同类型的题，做到根本都能过关再换下一类型。其实大局部学生还是爱表现的，喜欢去帮别人批，这种形式的修改就促进了学生做题的积极性，做题时也会更细心些。根据不同班级的学生，布置不同的作业。3班学生一般布置课本上的根底题，侧重于简单模拟作业，主要是促进学生重视根底知识，形成持之以恒的学习习惯；局部优秀学生完成书上根底题外再选做一些有一定综合性和进步性的练习作业；中午自习课时，当在做应用题或证明题时，经常是先做一题，面修改好后再做剩余的几题。2班学生在完成书上根底题外，可选择一些综合性、探究性、开放性、讨论型的问题，比方一题多解、分类题，侧重于应用理论型作业。这些题布置时一到两天一题，不让学生感到太累。不同层次的学生完成不同难度的任务，但可以获得同样的成就感。在课后，为不同层次的学生进展相应的辅导，以满足不同层次的学生的需求。对学困生的辅导，并不限于学习知识性的辅导，更重要的是学____的辅导。学困生经常觉得自己没有希望，破罐子破摔，对于他们哪怕是一点点进步都要及时肯定他们的成绩，对他们进展鼓励，进步他们的信心，告诉他们根底的也学得会，从而激发他们的求知欲和上进心，让他们意识到学习并不是一项任务，也不是一件痛苦的事情。而是充满乐趣的，从而自觉的把身心投放到学习中去。在此根底上，再教给他们学习的方法，进步他们的技能。并认真细致地做好查漏补缺工作。对于一些根底知识，每天利用午自习时间，根本做到一对一辅导，题题清，日日清，反复检查。让他们在做练习时，发现自己做的也不错，简单的全等证明、计算等也能全对。这样，他们就会学得有成就感，进步也快，兴趣和求知欲也会随之增加。对于3班的优等生，经常布置一些提优题，利用课后时间进展提优训练。对于2班的几位根底差的学生，午自习时在我身边做题，做一题批一题，并鼓励他们把家作中不会做的题问懂了回家。评价对学生的学习积极性进步很重要。所以我们要重视发现学生的“闪光点”，并且及时的给予肯定及表扬。由于学生的习惯，智力，兴趣和性格等方面都有很大差异，因此对学生的评价要进展分层。对于后进生我们要用赏识评价法，有些进步就要对孩子的进步加以肯定与鼓励。中等生那么是要求鼓励评价。对于优生，我们不但要鼓励，而且更要严格要求。对不同的学生采用不同的评价标准和方法，调动不同层次学生学习积极性，使差消费生希望，优生具有更高的学习目的，建立良好的你追我赶、人人向上的学习气氛，使学生的学习效率不断进步，做到新课程标准倡导的“满足不同学生的不同学习需求”，使学生素质在个体需要中得到全面开展。我对学生提出的最根本的要求是：会听讲、会学习、会做作业。我经常告诉学生的一句话是：学习是自己的事，别人无法代替。会听讲：细心倾听老师的讲解，耐心倾听学生的发言。特别是上习题课，老师在讲解时千万不要忙着抄写答案，先跟着理清思路，再一起表达一遍，最后再整理答案。会学习：养成良好的学习习惯，包括仔细观察，认真做事，擅长总结，独立考虑，获取信息，提出问题，不懂就问高，效率做事情等。会做作业：尤其对于计算题，学生往往容易出错。很多家长说“他会做，就是粗心”或“他很聪明，就是计算容易出错”等等，而我认为不只是单纯的粗心问题，而是计算方法掌握不够，学习态度不够认真，于是我采取每次只做4道计算题，一天一次，要求书写标准，力争全对，这样量少学生做起来也不觉得困难。每次做完马上批好，表扬全对的学生，渐渐的.学生逐步养成做题认真细心的良好习惯，计算出错率也根本没有了。另外我是坚决不允许学生抄袭作业。如今网络兴旺，手机一扫，这题的答案就出来了，更甚至这本资料的答案都有了。刚开场批大题之前，我会先去用手机扫一下，理解搜来的答案是哪样的，批的时候就知道哪些学生可能抄袭了。过后及时找这些学生谈话或与家长联络。几次下来，这种抄袭现象就消失了。在今后的教育教学工作中，我将更严格要求自己，努力工作，发扬优点，改正缺点，开拓前进，为教育事业做出自己的奉献。一年级数学教学工作总结篇六������ñ§ï¿½ú£ï¿½ï¿½òµï¿½ï¿½î¾ï¿½(2)(3)����ñ§ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½è¥ï¿½ï¿½ò»ï¿½ï¿½ñ§ï¿½ú£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ìµä°à¼¶ï¿½ï¿½ï¿½ï¿½é¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë¡£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½à¼¶ñ§ï¿½ï¿½ï¿½ä»ï¿½ï¿½ï¿½ï¿½ï¿½í¬ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½í¬ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä½ï¿½ñ§ä£ê½ï¿½ï¿½è«ï¿½ï¿½í¬ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ëµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½êµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½æ²ï¿½í¬ï¿½ï¿½îµä½ï¿½ñ§ä¿ï¿½ê£¬ï¿½ï¿½ï¿½ï¿½ï¿½í¬ï¿½ï¿½îµï¿½ñ§ï°òªï¿½ó£¬²ï¿½ï¿½ã²ï¿½í¬ï¿½ä½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½è²»í¬ï¿½ï¿½îµä¸ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð²ï¿½í¬ï¿½ï¿½îµä¼ï¿½â£¬ï¿½ó¶ï¿½ê¹ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ö±ï¿½ï¿½ú¸ï¿½ï¿½ôµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ¡ï¿½ï¿½í¬ï¿½ï¿½ñ§ï°ï¿½ù¶è¡ï¿½ï¿½ï¿½è¡öªê¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½î²ï¿½í¬ï¿½ï¿½öªê¶ï¿½ï¿½ï¢ï¿½ã£¬ï¿½ï¿½è¡ï¿½ï¿½ó¦ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¹ï¿½ï¿½ï¿½ï¿½ï¿½à¼¶ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ãµï¿½ï¿½ï¿½õ¹ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð§ï¿½ä±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½é½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ä»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½êµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½òªï¿½ï¿½ï¿½ã½ì²ä£ï¿½ï¿½ï¿½òªï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½òªï¿½ï¿½í¸ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½î³ì±ï¿½×¼ï¿½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