工作就用美篇工作版","guide_search_desc":"海量模板范文,一键做同款 工作就用美篇工作版","img_beautify_switch":0,"ad_free":0,"text_direction":1,"template":{"id":9313,"series_id":27,"theme_id":27},"container":{},"redirect":{"redirect_type":1,"img_url":false,"link_url":"/wap/downloadpage/backpage","button_bg_color":false,"button_desc":false,"redirect_desc":false},"edit_date_str":"更新于 2020-03-23","current_time":1743702583,"font_name":"FZLBJW","rcmd_meipian":0,"hide_article_link":0,"from_wechat":false,"topk_keywords":[{"name":"教材","score":0.324896},{"name":"课标","score":0.321942},{"name":"课程标准","score":0.199651},{"name":"数感","score":0.128777},{"name":"张老师","score":0.123665},{"name":"我们","score":0.115682},{"name":"视角","score":0.098167},{"name":"方程","score":0.095102},{"name":"回到","score":0.08698},{"name":"个数","score":0.078368}],"music_name":"云水禅心","origin_status":0,"password_v2":"","font_id":3,"title_style":"","rich_text_title":"","enable_download":1,"cover_thumb":"https://ss-mpvolc.meipian.me/users/20471007/d677510ea3a38179976140c71f03b955_crop__jpg.heic","has_video":false,"gift_switch":1,"enable_watermark":0,"content":{"article_id":221011393,"content":[{"img_height":480,"img_url":"https://ss-mpvolc.meipian.me/users/20471007/0335da0f2a3e9c045f37ef16127b2ad1__jpg.heic","img_width":1200,"is_origin":false,"source":0,"text":"
课标是教材的编写指南和评价依据,教师必须领会和掌握本学科课标的基本思想和内容,并在教材中予以充分体现。今天张齐华老师就带领我们以“课标视角”回看我们的数学教材。
","type":1},{"img_height":520,"img_url":"https://ss-mpvolc.meipian.me/users/20471007/f18a708de308691fa7351e73750f4e00__jpg.heic","img_width":946,"is_origin":false,"source":0,"text":" 对于“课标视角” 问题,张老师主要从以下两大方面向我们进行了详细的阐述和解读。
","type":1},{"img_height":660,"img_size":90,"img_url":"https://ss-mpvolc.meipian.me/users/20471007/62c0e2fafce3cf949508410f44a9eadf__jpg.heic","img_width":1200,"is_origin":false,"source":0,"text":" 为何要带上课标视角看教材呢?可能在你的头脑中会有一个大大的问号,在解开疑惑之前,我们先来看两幅图。
显微镜和望远镜的“故事”。
","type":1},{"img_height":414,"img_url":"https://ss-mpvolc.meipian.me/users/20471007/6e7bfaabc12b44bb8b6edee10fedace6__jpg.heic","img_width":474,"is_origin":false,"source":0,"text":" 显微镜的优势在于能观察到非常细微的物体,属于微观层面,在教学活动中,多数时候我们选择的是“显微镜”,抓住教材的每一个细节,深挖深研究,生怕遗漏了一个知识点。
","type":1},{"img_height":228,"img_url":"https://ss-mpvolc.meipian.me/users/20471007/c4c9133b476842d4aa12d0ae285404bc__jpg.heic","img_width":304,"is_origin":false,"source":0,"text":" 望远镜可以望向遥远的太空,开阔了视野,带领我们去更远的地方。我想在教学活动中我们老师既要有显微镜的“细微”,还要有望远镜的“高远”。
","type":1},{"img_height":512,"img_size":88,"img_url":"https://ss-mpvolc.meipian.me/users/20471007/e85efd455e031b2dd8bb68e8196eb71f__jpg.heic","img_width":938,"is_origin":false,"source":0,"text":" “显微镜”和“望远镜”是我们在解读教材时需要并存的两种精神,相信张老师带来的两句共勉能够给你指明方向。
","type":1},{"img_height":1200,"img_url":"https://ss-mpvolc.meipian.me/users/20471007/5c5a874274754cac652886528ac53d08__jpg.heic","img_width":1200,"is_origin":false,"source":0,"text":" 一、为什么要用课标视角来看教材?
张老师从四个维度进行了梳理。
1、回到课标,重新理解“教什么”
2、回到课标,重新认识“为什么教”
3、回到课标,重新审视“怎么教”
4、回到课标,重新把握“教到什么程度”
","type":1},{"img_height":544,"img_size":94,"img_url":"https://ss-mpvolc.meipian.me/users/20471007/c6c990dff68871c9cdb52a205e45d4b0__jpg.heic","img_width":936,"is_origin":false,"source":0,"text":" 对于这四个维度的解析,张老师首先用厘米这节课进行了阐述。看似简单的知识点回归到课程标准中,你会发现你需要做的还有很多很多,不仅仅是简单的教会知识,还要注重培养学生的思维能力、数学素养,以及在基础层面去引领学生拓宽知识的宽度,理解的深度,思维的广度。
","type":1},{"img_height":532,"img_size":87,"img_url":"https://ss-mpvolc.meipian.me/users/20471007/4a7f73dbe06fa54fa647491d61c392b8__jpg.heic","img_width":930,"is_origin":false,"source":0,"text":" “为什么教”——我们的数学不能仅仅停留在知识和技能的训练上,还要注意学生的思维发展,通过解析教材看到隐藏在教材编排中的学生素养,透过教材中看得见的部分,去培养学生的思维能力和数学素养。
","type":1},{"img_height":1200,"img_url":"https://ss-mpvolc.meipian.me/users/20471007/411b0700ba34b3806d57b36d55fae68b__jpg.heic","img_width":1200,"is_origin":false,"source":0,"text":"二、如何带上课标视角看教材?
教材→课标:回到源头找活水
课标→教材:回到现场看落地
","type":1},{"img_height":1200,"img_size":112,"img_url":"https://ss-mpvolc.meipian.me/users/20471007/f5370f3268eca0a59d523c9066ba15a0__jpg.heic","img_width":1200,"is_origin":false,"source":0,"text":" 张老师通过三个版本的《认识方程》对比和分析,发现尽管侧重点有些许不同,但是三个版本都在课程标准的引领下,重点强调什么是方程:含有未知数的等式叫方程。
","type":1},{"img_height":500,"img_size":61,"img_url":"https://ss-mpvolc.meipian.me/users/20471007/9c021435e63e8114ce485eb8ffcf7bf4__jpg.heic","img_width":910,"is_origin":false,"source":0,"text":" 对教材有了认识之后,我们回到课程标准,到源头取去找活水,课程标准是如何涉及到方程这个概念呢?
","type":1},{"img_height":516,"img_size":97,"img_url":"https://ss-mpvolc.meipian.me/users/20471007/dc67ea4af5de00c916b7848a8ade760e__jpg.heic","img_width":922,"is_origin":false,"source":0,"text":" 在教学目标,教学建议,教材编写中多次出现有关方程的概念。通过课程标准的表述,我们不难发现,方程实际上和模型思想建立了实质性联系。
","type":1},{"img_height":508,"img_size":63,"img_url":"https://ss-mpvolc.meipian.me/users/20471007/933dfee2b50557fa8ed5cf3d9c9054a4__jpg.heic","img_width":912,"is_origin":false,"source":0,"text":" 课程标准是我们理解教材的重要资源,张老师通过一个简短的访谈视频告诉我们为什么要从数学模型的角度去上这节方程课。数学和生活密不可分,建立数学模型是沟通实际问题与知识之间必不可少的桥梁。
","type":1},{"img_height":1600,"img_size":237,"img_url":"https://ss-mpvolc.meipian.me/users/20471007/f6bd3a423a7faf4773eef3fcb87ddf4a__jpg.heic","img_width":1200,"is_origin":false,"source":0,"type":1},{"img_height":508,"img_size":71,"img_url":"https://ss-mpvolc.meipian.me/users/20471007/e78ccf02c8713f8601722a36272fe765__jpg.heic","img_width":928,"is_origin":false,"source":0,"text":" 数感是课程标准十大关键词之一,它不像学知识技能的学习那样立竿见影,需要在教学中潜移默化经历一个逐步建立发展的过程。
","type":1},{"img_height":480,"img_url":"https://ss-mpvolc.meipian.me/users/20471007/2acf223d20b9405e61eac9233cfc89dd__jpg.heic","img_width":794,"is_origin":false,"source":0,"text":" 在“数的认识”版块中我们用《认识千以内的数》举例分析,关注如何将课程标准中的相关要求落地。
","type":1},{"img_height":800,"img_size":153,"img_url":"https://ss-mpvolc.meipian.me/users/20471007/8e61266b5f7bec3135c23d3e0a46ecf1__jpg.heic","img_width":1200,"is_origin":false,"source":0,"text":" 通过对人教版的《1000以内数的认识》两个例题的分析,我们发现它们虽然都初步体现出数感的认识,但是还需要我们老师回到课标,深挖隐藏其中的隐形的数感。
","type":1},{"img_height":318,"img_url":"https://ss-mpvolc.meipian.me/users/20471007/52410a57fea54d49944f9e582f2dfe4d__jpg.heic","img_width":972,"is_origin":false,"source":0,"text":" 从课标→教材,张老师通过四个活动再现了如何回到现场看落地。
活动1:用不同方式表示300、870、987、555
","type":1},{"img_height":186,"img_url":"https://ss-mpvolc.meipian.me/users/20471007/4e6b1ad176494b9bb4cf467234651b7c__jpg.heic","img_width":786,"is_origin":false,"source":0,"text":" 在进行教学时,我们要学会追问和思考,多问几个为什么,多一些思考,在听课中就会有不同的感悟。
小棒、方块、点子图、计数器四种工具灵活应用,通过小组合作自由发挥,去感觉数感,去建立数感。
","type":1},{"img_height":494,"img_size":48,"img_url":"https://ss-mpvolc.meipian.me/users/20471007/3a5a8bf799041bc5dbb7da2810079b5f__jpg.heic","img_width":858,"is_origin":false,"source":0,"text":" 活动2:怎样从300、870、987、555数到1000
4个数字藏着“玄机”,通过不同类型的数字与1000之间的距离,选择不同的数数方法,而选择的背后就是数对数字大小的感觉,是对数的感知,在数的过程中培养数感。
","type":1},{"img_height":526,"img_size":64,"img_url":"https://ss-mpvolc.meipian.me/users/20471007/242e39d2e15e27c79dd2ece31c963628__jpg.heic","img_width":914,"is_origin":false,"source":0,"text":" 活动3:你愿意用小方块1个1个数到1000吗?
从1个1个数,到10个10个数,再到100个100个数,这样不断变换比较的过程中,让学生对数的大小和感悟表现出来。
","type":1},{"img_height":528,"img_size":81,"img_url":"https://ss-mpvolc.meipian.me/users/20471007/ef3336b8f18ba7bfa28302d7e07792c6__jpg.heic","img_width":912,"is_origin":false,"source":0,"text":" 活动4:下面的3个数,给你怎样的感觉?
同样是450,给人不同的感受,在具体的生活现实情境当中去体会数的意义,情境不同,给人截然不同的感受,在对比中感悟数感的内涵。
","type":1},{"img_height":1800,"img_size":147,"img_url":"https://ss-mpvolc.meipian.me/users/20471007/d6912c5a9dc575c5b2c471ed22eeaf55__jpg.heic","img_width":1200,"is_origin":false,"source":0,"text":" 研读课标、解读教材的过程,是我们进行教教学研究的一种主要方法,对于提高我们的业务素质和教育教学质量有着重要意义。解读教材,不是一个简单的问题,需要用心思考,在实践中不断磨炼,领会课标的精髓,练就扎实基本功。
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","type":1},{"img_height":520,"img_url":"https://ss-mpvolc.meipian.me/users/20471007/f18a708de308691fa7351e73750f4e00__jpg.heic","img_width":946,"is_origin":false,"source":0,"text":" 对于“课标视角” 问题,张老师主要从以下两大方面向我们进行了详细的阐述和解读。
","type":1},{"img_height":660,"img_size":90,"img_url":"https://ss-mpvolc.meipian.me/users/20471007/62c0e2fafce3cf949508410f44a9eadf__jpg.heic","img_width":1200,"is_origin":false,"source":0,"text":" 为何要带上课标视角看教材呢?可能在你的头脑中会有一个大大的问号,在解开疑惑之前,我们先来看两幅图。
显微镜和望远镜的“故事”。
","type":1},{"img_height":414,"img_url":"https://ss-mpvolc.meipian.me/users/20471007/6e7bfaabc12b44bb8b6edee10fedace6__jpg.heic","img_width":474,"is_origin":false,"source":0,"text":" 显微镜的优势在于能观察到非常细微的物体,属于微观层面,在教学活动中,多数时候我们选择的是“显微镜”,抓住教材的每一个细节,深挖深研究,生怕遗漏了一个知识点。
","type":1},{"img_height":228,"img_url":"https://ss-mpvolc.meipian.me/users/20471007/c4c9133b476842d4aa12d0ae285404bc__jpg.heic","img_width":304,"is_origin":false,"source":0,"text":" 望远镜可以望向遥远的太空,开阔了视野,带领我们去更远的地方。我想在教学活动中我们老师既要有显微镜的“细微”,还要有望远镜的“高远”。
","type":1},{"img_height":512,"img_size":88,"img_url":"https://ss-mpvolc.meipian.me/users/20471007/e85efd455e031b2dd8bb68e8196eb71f__jpg.heic","img_width":938,"is_origin":false,"source":0,"text":" “显微镜”和“望远镜”是我们在解读教材时需要并存的两种精神,相信张老师带来的两句共勉能够给你指明方向。
","type":1},{"img_height":1200,"img_url":"https://ss-mpvolc.meipian.me/users/20471007/5c5a874274754cac652886528ac53d08__jpg.heic","img_width":1200,"is_origin":false,"source":0,"text":" 一、为什么要用课标视角来看教材?
张老师从四个维度进行了梳理。
1、回到课标,重新理解“教什么”
2、回到课标,重新认识“为什么教”
3、回到课标,重新审视“怎么教”
4、回到课标,重新把握“教到什么程度”
","type":1},{"img_height":544,"img_size":94,"img_url":"https://ss-mpvolc.meipian.me/users/20471007/c6c990dff68871c9cdb52a205e45d4b0__jpg.heic","img_width":936,"is_origin":false,"source":0,"text":" 对于这四个维度的解析,张老师首先用厘米这节课进行了阐述。看似简单的知识点回归到课程标准中,你会发现你需要做的还有很多很多,不仅仅是简单的教会知识,还要注重培养学生的思维能力、数学素养,以及在基础层面去引领学生拓宽知识的宽度,理解的深度,思维的广度。
","type":1},{"img_height":532,"img_size":87,"img_url":"https://ss-mpvolc.meipian.me/users/20471007/4a7f73dbe06fa54fa647491d61c392b8__jpg.heic","img_width":930,"is_origin":false,"source":0,"text":" “为什么教”——我们的数学不能仅仅停留在知识和技能的训练上,还要注意学生的思维发展,通过解析教材看到隐藏在教材编排中的学生素养,透过教材中看得见的部分,去培养学生的思维能力和数学素养。
","type":1},{"img_height":1200,"img_url":"https://ss-mpvolc.meipian.me/users/20471007/411b0700ba34b3806d57b36d55fae68b__jpg.heic","img_width":1200,"is_origin":false,"source":0,"text":"二、如何带上课标视角看教材?
教材→课标:回到源头找活水
课标→教材:回到现场看落地
","type":1},{"img_height":1200,"img_size":112,"img_url":"https://ss-mpvolc.meipian.me/users/20471007/f5370f3268eca0a59d523c9066ba15a0__jpg.heic","img_width":1200,"is_origin":false,"source":0,"text":" 张老师通过三个版本的《认识方程》对比和分析,发现尽管侧重点有些许不同,但是三个版本都在课程标准的引领下,重点强调什么是方程:含有未知数的等式叫方程。
","type":1},{"img_height":500,"img_size":61,"img_url":"https://ss-mpvolc.meipian.me/users/20471007/9c021435e63e8114ce485eb8ffcf7bf4__jpg.heic","img_width":910,"is_origin":false,"source":0,"text":" 对教材有了认识之后,我们回到课程标准,到源头取去找活水,课程标准是如何涉及到方程这个概念呢?
","type":1},{"img_height":516,"img_size":97,"img_url":"https://ss-mpvolc.meipian.me/users/20471007/dc67ea4af5de00c916b7848a8ade760e__jpg.heic","img_width":922,"is_origin":false,"source":0,"text":" 在教学目标,教学建议,教材编写中多次出现有关方程的概念。通过课程标准的表述,我们不难发现,方程实际上和模型思想建立了实质性联系。
","type":1},{"img_height":508,"img_size":63,"img_url":"https://ss-mpvolc.meipian.me/users/20471007/933dfee2b50557fa8ed5cf3d9c9054a4__jpg.heic","img_width":912,"is_origin":false,"source":0,"text":" 课程标准是我们理解教材的重要资源,张老师通过一个简短的访谈视频告诉我们为什么要从数学模型的角度去上这节方程课。数学和生活密不可分,建立数学模型是沟通实际问题与知识之间必不可少的桥梁。
","type":1},{"img_height":1600,"img_size":237,"img_url":"https://ss-mpvolc.meipian.me/users/20471007/f6bd3a423a7faf4773eef3fcb87ddf4a__jpg.heic","img_width":1200,"is_origin":false,"source":0,"type":1},{"img_height":508,"img_size":71,"img_url":"https://ss-mpvolc.meipian.me/users/20471007/e78ccf02c8713f8601722a36272fe765__jpg.heic","img_width":928,"is_origin":false,"source":0,"text":" 数感是课程标准十大关键词之一,它不像学知识技能的学习那样立竿见影,需要在教学中潜移默化经历一个逐步建立发展的过程。
","type":1},{"img_height":480,"img_url":"https://ss-mpvolc.meipian.me/users/20471007/2acf223d20b9405e61eac9233cfc89dd__jpg.heic","img_width":794,"is_origin":false,"source":0,"text":" 在“数的认识”版块中我们用《认识千以内的数》举例分析,关注如何将课程标准中的相关要求落地。
","type":1},{"img_height":800,"img_size":153,"img_url":"https://ss-mpvolc.meipian.me/users/20471007/8e61266b5f7bec3135c23d3e0a46ecf1__jpg.heic","img_width":1200,"is_origin":false,"source":0,"text":" 通过对人教版的《1000以内数的认识》两个例题的分析,我们发现它们虽然都初步体现出数感的认识,但是还需要我们老师回到课标,深挖隐藏其中的隐形的数感。
","type":1},{"img_height":318,"img_url":"https://ss-mpvolc.meipian.me/users/20471007/52410a57fea54d49944f9e582f2dfe4d__jpg.heic","img_width":972,"is_origin":false,"source":0,"text":" 从课标→教材,张老师通过四个活动再现了如何回到现场看落地。
活动1:用不同方式表示300、870、987、555
","type":1},{"img_height":186,"img_url":"https://ss-mpvolc.meipian.me/users/20471007/4e6b1ad176494b9bb4cf467234651b7c__jpg.heic","img_width":786,"is_origin":false,"source":0,"text":" 在进行教学时,我们要学会追问和思考,多问几个为什么,多一些思考,在听课中就会有不同的感悟。
小棒、方块、点子图、计数器四种工具灵活应用,通过小组合作自由发挥,去感觉数感,去建立数感。
","type":1},{"img_height":494,"img_size":48,"img_url":"https://ss-mpvolc.meipian.me/users/20471007/3a5a8bf799041bc5dbb7da2810079b5f__jpg.heic","img_width":858,"is_origin":false,"source":0,"text":" 活动2:怎样从300、870、987、555数到1000
4个数字藏着“玄机”,通过不同类型的数字与1000之间的距离,选择不同的数数方法,而选择的背后就是数对数字大小的感觉,是对数的感知,在数的过程中培养数感。
","type":1},{"img_height":526,"img_size":64,"img_url":"https://ss-mpvolc.meipian.me/users/20471007/242e39d2e15e27c79dd2ece31c963628__jpg.heic","img_width":914,"is_origin":false,"source":0,"text":" 活动3:你愿意用小方块1个1个数到1000吗?
从1个1个数,到10个10个数,再到100个100个数,这样不断变换比较的过程中,让学生对数的大小和感悟表现出来。
","type":1},{"img_height":528,"img_size":81,"img_url":"https://ss-mpvolc.meipian.me/users/20471007/ef3336b8f18ba7bfa28302d7e07792c6__jpg.heic","img_width":912,"is_origin":false,"source":0,"text":" 活动4:下面的3个数,给你怎样的感觉?
同样是450,给人不同的感受,在具体的生活现实情境当中去体会数的意义,情境不同,给人截然不同的感受,在对比中感悟数感的内涵。
","type":1},{"img_height":1800,"img_size":147,"img_url":"https://ss-mpvolc.meipian.me/users/20471007/d6912c5a9dc575c5b2c471ed22eeaf55__jpg.heic","img_width":1200,"is_origin":false,"source":0,"text":" 研读课标、解读教材的过程,是我们进行教教学研究的一种主要方法,对于提高我们的业务素质和教育教学质量有着重要意义。解读教材,不是一个简单的问题,需要用心思考,在实践中不断磨炼,领会课标的精髓,练就扎实基本功。
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