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1、“送教上门”教案教师：_ 学生：_ 日期：_ 监护人：教学内容上下(位置)第 一单元第 1 节课 型新授教学方法面授教学目标1、在具体的活动中，让学生体验上下的位置关系，初步培养学生的空间观念。2、确定物体上下的位置和顺序，并能用自己的语言表达。3、初步培养学生按一定的顺序进行观察的习惯。4、初步培养学生的想象能力和解决问题的策略意识，使学生在活动中获得积极的情感体验。重难点确定物体上下的位置和顺序，并能用自己的语言表达。课堂结构主要教学过程一、从生活经验出发，初步体会上下的含义，培养想象能力二、创设情境，理解上下，初步培养空间观念1、看看你的房间，你发现了什么？2、再看，你的上面有什么？3、
2、想像：如果再往上看，再往上，穿透屋顶，穿透这栋楼房，你的上面还会有什么？4、再看，你的下面是什么？继续往下想，你的下面还会有什么呢？5、找一找。在生活中体会上下的位置关系三、分层活动，巩固理解、增强应用意识确定位置，培养简单的推理能力小红住在小英楼上，小英住在小兰的楼上。谁在最上面？谁在最下面？四、课堂小结教后检测|精.|品.|可.|编.|辑.|学.|习.|资.|料.*|*|*|*|欢.|迎.|下.|载.第 1 页，共 6 页“送教上门”教案教师：_ 学生：_ 日期：_ 监护人：教学内容前 后第 一单元第 2 节课 型新授教学方法面授教学目标1、学生能在具体的生活实践或游戏情境中，体验前与后的
3、位置与顺序。2、能准确地确定物体前后的位置与顺序。3、培养学生关于前后的空间观念。4、培养学生的爱国主义精神。重难点1、前与后的位置与顺序。2、学生前后空间观念的培养。课堂结构主要教学过程一、创设情境，激发兴趣二、观察讨论、学习新知1、有了前面的情境设计做铺垫，学生已初步体验到了前后的位置与顺序，因此新课知识，应由学生自己通过观察、讨论来掌握。2、老师出示电脑：小动物赛跑电脑演示：小鹿、小狐狸、小白兔，小蜗牛参加赛跑，起跑后不久，他们的位置发生了改变。（生看电脑观察小动物的位置变化）（暂停演示）问：你看到了什么？现在跑在最前面，它后面有哪些小动物？谁第二？小白兔跑第几？小蜗牛跑第几？问：如果比
4、赛继续进行，可能会有什么情况发生？三、课堂小结教后检测|精.|品.|可.|编.|辑.|学.|习.|资.|料.*|*|*|*|欢.|迎.|下.|载.第 2 页，共 6 页文档编码:CR3C9L9S10M5 HW9N7Y6K5Z10 ZW4S5O6H6N9文档编码:CR3C9L9S10M5 HW9N7Y6K5Z10 ZW4S5O6H6N9文档编码:CR3C9L9S10M5 HW9N7Y6K5Z10 ZW4S5O6H6N9文档编码:CR3C9L9S10M5 HW9N7Y6K5Z10 ZW4S5O6H6N9文档编码:CR3C9L9S10M5 HW9N7Y6K5Z10 ZW4S5O6H6N9文档编码:C
5、R3C9L9S10M5 HW9N7Y6K5Z10 ZW4S5O6H6N9文档编码:CR3C9L9S10M5 HW9N7Y6K5Z10 ZW4S5O6H6N9文档编码:CR3C9L9S10M5 HW9N7Y6K5Z10 ZW4S5O6H6N9文档编码:CR3C9L9S10M5 HW9N7Y6K5Z10 ZW4S5O6H6N9文档编码:CR3C9L9S10M5 HW9N7Y6K5Z10 ZW4S5O6H6N9文档编码:CR3C9L9S10M5 HW9N7Y6K5Z10 ZW4S5O6H6N9文档编码:CR3C9L9S10M5 HW9N7Y6K5Z10 ZW4S5O6H6N9文档编码:CR3C9L9
6、S10M5 HW9N7Y6K5Z10 ZW4S5O6H6N9文档编码:CR3C9L9S10M5 HW9N7Y6K5Z10 ZW4S5O6H6N9文档编码:CR3C9L9S10M5 HW9N7Y6K5Z10 ZW4S5O6H6N9文档编码:CR3C9L9S10M5 HW9N7Y6K5Z10 ZW4S5O6H6N9文档编码:CR3C9L9S10M5 HW9N7Y6K5Z10 ZW4S5O6H6N9文档编码:CR3C9L9S10M5 HW9N7Y6K5Z10 ZW4S5O6H6N9文档编码:CR3C9L9S10M5 HW9N7Y6K5Z10 ZW4S5O6H6N9文档编码:CR3C9L9S10M5
7、HW9N7Y6K5Z10 ZW4S5O6H6N9文档编码:CR3C9L9S10M5 HW9N7Y6K5Z10 ZW4S5O6H6N9文档编码:CR3C9L9S10M5 HW9N7Y6K5Z10 ZW4S5O6H6N9文档编码:CR3C9L9S10M5 HW9N7Y6K5Z10 ZW4S5O6H6N9文档编码:CR3C9L9S10M5 HW9N7Y6K5Z10 ZW4S5O6H6N9文档编码:CR3C9L9S10M5 HW9N7Y6K5Z10 ZW4S5O6H6N9文档编码:CR3C9L9S10M5 HW9N7Y6K5Z10 ZW4S5O6H6N9文档编码:CR3C9L9S10M5 HW9N7Y
8、6K5Z10 ZW4S5O6H6N9文档编码:CR3C9L9S10M5 HW9N7Y6K5Z10 ZW4S5O6H6N9文档编码:CR3C9L9S10M5 HW9N7Y6K5Z10 ZW4S5O6H6N9文档编码:CR3C9L9S10M5 HW9N7Y6K5Z10 ZW4S5O6H6N9文档编码:CR3C9L9S10M5 HW9N7Y6K5Z10 ZW4S5O6H6N9文档编码:CR3C9L9S10M5 HW9N7Y6K5Z10 ZW4S5O6H6N9文档编码:CR3C9L9S10M5 HW9N7Y6K5Z10 ZW4S5O6H6N9文档编码:CR3C9L9S10M5 HW9N7Y6K5Z10
9、 ZW4S5O6H6N9文档编码:CR3C9L9S10M5 HW9N7Y6K5Z10 ZW4S5O6H6N9文档编码:CR3C9L9S10M5 HW9N7Y6K5Z10 ZW4S5O6H6N9文档编码:CR3C9L9S10M5 HW9N7Y6K5Z10 ZW4S5O6H6N9文档编码:CR3C9L9S10M5 HW9N7Y6K5Z10 ZW4S5O6H6N9文档编码:CR3C9L9S10M5 HW9N7Y6K5Z10 ZW4S5O6H6N9文档编码:CR3C9L9S10M5 HW9N7Y6K5Z10 ZW4S5O6H6N9文档编码:CR3C9L9S10M5 HW9N7Y6K5Z10 ZW4S5
10、O6H6N9文档编码:CR3C9L9S10M5 HW9N7Y6K5Z10 ZW4S5O6H6N9文档编码:CR3C9L9S10M5 HW9N7Y6K5Z10 ZW4S5O6H6N9文档编码:CR3C9L9S10M5 HW9N7Y6K5Z10 ZW4S5O6H6N9文档编码:CR3C9L9S10M5 HW9N7Y6K5Z10 ZW4S5O6H6N9文档编码:CR3C9L9S10M5 HW9N7Y6K5Z10 ZW4S5O6H6N9文档编码:CR3C9L9S10M5 HW9N7Y6K5Z10 ZW4S5O6H6N9文档编码:CR3C9L9S10M5 HW9N7Y6K5Z10 ZW4S5O6H6N9
11、“送教上门”教案教师：_ 学生：_ 日期：_ 监护人：教学内容左 右第 一单元第 3 节课 型新授教学方法面授教学目标1、在生活中看关于“左右”的真实情境激发学生的学习兴趣。2、能初步运用“左右”的数学知识解决实际问题。3、认识“左右”的位置关系，体会其相对性。重难点1、认识“左右”的位置关系，正确确定“左右”。2、“左右”的相对性。课堂结构主要教学过程一、通过左手、右手的活动，感知自身的左与右1、感知左手和右手2、体验自身的“左与右”3、小游戏听口令做动作（由慢到快）4、揭示课题师：刚才已经熟悉了自己身体的“左”和“右”，其实生活中的“左”和“右”还有许许多多，今天我们就来确定一下“左”和“
12、右”（板书课题：左右）师：请记住，“左”字下边是个“工”字，“右”字下边是个“口”字。二、玩学具，理解左边和右边1、摆一摆师：按顺序摆好：铅笔橡皮尺子文具盒小刀五样学具师：先来确定一下，摆在最左边的是什么？摆在最右边的是什么？2、数一数师：按左右的顺序来数一数。（点着学具来数，数好后请学生回答。从右数橡皮是第-个从左数橡皮是第-个师：同样的东西，按不同的方向去数，顺序也不同。3、说一说尺子的左边是什么？右边呢？（1）启发、引导学生观察图说出左边有什么？右边有什么？（2）说出尺子的左边或右边各有哪二样学具？三、解决问题，增强应用意识1、用电脑演示同学们上下楼梯的情景问：他们都是靠右边走的吗？小结
13、：方向不同，左右不同，判断时以走路的人为标准。平时我们上下楼梯时，都要像这些小朋友一样靠右行，有秩序地走，不会相撞，保证安全。2、摆一摆老师说，学生摆|精.|品.|可.|编.|辑.|学.|习.|资.|料.*|*|*|*|欢.|迎.|下.|载.第 3 页，共 6 页文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码
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15、HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 Z
16、M4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档
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18、9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6
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20、“送教上门”教案教师：_ 学生：_ 日期：_ 监护人：把本子放在书的下面把尺子放在书的左面把铅笔放在书的右面教后检测|精.|品.|可.|编.|辑.|学.|习.|资.|料.*|*|*|*|欢.|迎.|下.|载.第 4 页，共 6 页文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R
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25、M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码
26、:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5“送教上门”教案教师：_ 学生：_
27、 日期：_ 监护人：教学内容15 的认识及书写第 二单元第 1 节课 型新授教学方法面授教学目标1、会读、会认、会写15 以内的各数，并注意书写的工整，2、能用 15 以内的各数来表述日常生活中事物的数量，初步建立数感，并能进行交流。3、会用 5 以内各数表示物体的个数。重难点会写 15 各数，初步建立数感。课堂结构主要教学过程一、导入：出示主题画：问：你认为这幅图是什么意思？画的是什么？你从这幅图中看到了什么，想到了什么？二、主动探索：认识1 5 各数（一）认真观察，主动学习1、认识 1（1）问：你看到图中有哪些物体是用1 表示的？（学生随意回答）师：凡是象这样：1 个人、1 个太阳等都可以
28、用数字1 表示。（2）你还可以说出哪些物体可以用数字1 表示的？（3）请你拿出1 根小棒2、认识 2（教学方法同上）3、认识 3（1）问：图中有哪些物体是用3 表示的，请你说一说。师：象这样的，就可以用数字3 表示。（2）你还可以说出哪些物体可以用数字3 表示的？（3）请你拿出3 根小棒然后想一想，用3 根小棒可以摆成一个什么图形？请你摆一摆。|精.|品.|可.|编.|辑.|学.|习.|资.|料.*|*|*|*|欢.|迎.|下.|载.第 5 页，共 6 页文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6
29、ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文
30、档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7
31、P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X
32、6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B
33、5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1
34、N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H
35、1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5“送教上门”教案教师：_ 学生：_ 日期：_ 监护人：4、认识 4、5（教学方法同上）（二）、出示计数器先拔一颗珠，问：你认为可以用数字几表示？（学生回答，教师板书：1）如果再增加一颗珠，又可以用数字几表示？板书：2 如果再增加一颗珠，又可以用数字几表示？板书：3 如果再增加一颗珠，又可以用数字几表示？板书：4 如果再增加一颗珠，又可以用数字几表示？板书：5 板书：1、2、3、4、5（生：正、反读）问
36、：3 的前面是几？后面呢？与2 相邻的两个数是几？与4 相邻的两个数是几？（三）、教师说，学生操作1、请你伸出4 个手指头2、请你画出3 个三角形3、请你拿出5 个圆片。三、教学写数字1 5 1、教师教拿笔姿势2、教写每个数字的起笔，运笔、落笔。先教师示范，紧接着，学生书空，然后学生在书中描红。四：练一练第 21 页的第 1 4 题，学生做在书上（1）学生互评（2）集体评（3）教师评价教后检测|精.|品.|可.|编.|辑.|学.|习.|资.|料.*|*|*|*|欢.|迎.|下.|载.第 6 页，共 6 页文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码
37、:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9
38、HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 Z
39、M4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档
40、编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P
41、9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6
42、 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5文档编码:CS3W6N1N7P9 HR2R8R7H1X6 ZM4M5U6L10B5