Collective lesson preparation summary chapter one
If "preparing lessons collectively" is to emphasize the meaning of "collective-multi-person", it is indeed suspected of "manual labor"; If we want to emphasize "collective wisdom", this should be its original intention and its direction. Calling "collective" in this way is only superficial. We can call it "gathering wisdom and preparing lessons", which can better convey a kind of ideological energy and an intellectual creation to everyone.
First, the connotation of gathering wisdom to prepare lessons
Efficient classroom intelligence preparation refers to the teaching activities in which teachers take the subject group or lesson preparation group as the basic unit, give full play to collective wisdom, rationally divide the work and cooperate effectively, and design a counseling program that not only highlights the common and individual characteristics of teaching, but also realizes the ecological education concept shared by teachers and students.
1, the "collective" in preparing lessons by gathering wisdom usually refers to the "lesson preparation group" composed of teachers with the same textbook.
2. The "lesson" in preparing lessons for gathering wisdom is usually a "lesson" for class hours or topics from the perspective of students' use in the design of teaching plans for efficient classrooms.
The tutoring plan formed by brainstorming and preparing lessons is only an important "process" in the tutoring plan design process, but it is still a "rough process", not a tutoring plan shared by every teacher and student before class. Every teacher has to go through the process of "secondary design" after gathering wisdom to prepare lessons, and even in the process of "secondary design", students need to participate.
The final copy formed by brainstorming or the teacher's personal "secondary design" is no longer a lesson plan used by teachers in the traditional sense, but a tutoring lesson plan that teachers and students can share.
Second, the relationship between gathering wisdom and preparing lessons.
Personal preparation is the premise, and collective sharing is the key; Personal preparation and use are the purpose, and common progress and common growth are the destination.
In the case of insufficient personal preparation, it may not be beneficial for teachers to brainstorm and prepare lessons. However, if the tutoring scheme formed by brainstorming and preparing lessons is directly used in the classroom without the teacher's personalized "secondary design", the differences between classes and students are ignored, which will also make teachers' teaching and students' learning inefficient.
Personal lesson preparation and collective wisdom lesson preparation must be focused and differentiated. If the wisdom of preparing lessons can solve the problems of teaching content and details that can be solved by personal or private communication, and ignore the common problems that are difficult to solve by personal preparation, such as learning method guidance, curriculum development, overall teaching strategy design, etc., then such wisdom of preparing lessons will lose its real value and significance.
The most important thing in preparing lessons is to prepare students. "Preparing students" means "preparing learning situations" and "preparing learning methods", and all other "preparing students" must be the core.
From the perspective of lesson preparation objectives and teaching materials, it has great advantages to gather wisdom to prepare lessons, while from the perspective of students preparing lessons, it has great advantages to prepare lessons alone. Collecting wisdom to prepare lessons can fill the shortcomings of personal preparation. I am afraid that the real preparation will eventually return to personalized preparation, and the results will be presented through personal preparation.
If the preparation of lessons by gathering wisdom becomes the sum of the teacher's guidance plans of the preparation group, a "speculation" shared by everyone, a "platter" for downloading online materials, and an "assembly line operation" with unified standards, then such gathering wisdom will not only promote the development of teachers and students, but will become a force that hinders their personal development.
Third, the basic process of gathering wisdom to prepare lessons
We should make good preparations before preparing lessons collectively, which can be summarized as "four decisions": time, place, topic and writer.
Gathering wisdom and preparing lessons should take "cooperation, research, process, innovation and efficiency" as the basic principles. The common process of preparing lessons is: preparing lessons by individuals-preparing lessons by groups-preparing lessons by individuals-preparing lessons in class-preparing lessons after class.
1, personal "pre-preparation": the whole group of teachers prepare lessons in person first to form a "pre-case".
Teachers should base themselves on the principle of "teaching students in accordance with their aptitude, teaching students in accordance with their aptitude, and respecting differences", take "preparing students" as the premise and core, and do a good job in "Five Surroundings":
(1) around the curriculum standards, in-depth study of teaching materials, integration of curriculum resources;
(2) Focusing on the implementation of the three-dimensional goal, we should carry out the breakthrough design of key and difficult points, the basic strategy design of teaching and learning, and the teaching situation design;
(3) around the basic links of efficient classroom teaching, presuppose the main problems of students' autonomous learning, peer learning, group learning and standardized training, and prepare various presuppositions arising from the expansion of problems;
(4) prepare a speech on preparing lessons by gathering wisdom in view of the problems in personal lesson preparation;
(5) Around the class time, do a good job in the time preset of each link in the class.
2. "Preparation" of the lesson preparation group: the main framework for completing the design of the tutoring plan. The tutoring plan shared by teachers and students-"common plan" was initially formed by collecting wisdom to prepare lessons.
When preparing lessons, teachers take turns to speak, focusing on the following five aspects:
(1) Mining teaching material analysis and texts from the perspective of teachers, scholars, authors or editors, including knowledge points, key points, difficulties, knowledge links, curriculum resources development, personalized interpretation, etc.
(2) Explain the design intention of the teaching process, so that colleagues can understand why you want to design like this;
(3) Analyze whether the design of teaching links meets the overall requirements of efficient classroom teaching mode, focusing on the achievement of goals and the breakthrough design analysis of important and difficult points;
(4) Explain the problem design and its intention, and prepare the scheme for effectively generating problems in the classroom;
(5) Put forward the puzzles and problems when preparing lessons.
3. Personal "preparation": form a personalized tutorial case-"case".
Teachers should prepare lessons for the second time on the basis of collective discussion on the counseling plan, and further improve the teaching design of teachers' classroom organization, launching, guiding, stimulating interest and withdrawing by using the teacher preparation column on the counseling plan.
4. "Continuing preparation" in class: Teachers form "continuing cases" through personal "continuing preparation" in class.
According to the dynamic investigation of students' learning situation, teachers should grasp the students' learning process and the emergence of classroom immediacy problems in time, confirm the gap between the real classroom situation and the preset guidance plan, adjust teaching strategies in time, and help students revise their learning plans.
5. "Make-up lessons" after class: "Make-up lessons" is a process of reflection and revision after class. After class reflection supplements the remedial plan and forms a "make-up lesson".
For an efficient classroom, the classroom is full of openness, dynamic generation and creativity, and there are bound to be many unexpected generations in the teaching process. Teachers should write down the reflections on inspiration, instant inspiration and confusion during the implementation of the tutoring plan, further revise the tutoring plan, and discuss the experience and confusion in the next group when preparing lessons.
Fourth, the organization and management of brainstorming lessons.
1, establish a lesson preparation organization; Improve the system of preparing lessons; Establish an evaluation mechanism.
In the evaluation, we should pay attention to the combination of qualitative evaluation and quantitative evaluation; Combination of process evaluation and result evaluation; Self-evaluation and other evaluation are combined; The combination of personal evaluation and preparation group evaluation.
In order to test the effect of preparing lessons, teaching managers should follow the classroom, always pay attention to the effectiveness of the counseling plan in actual operation, and test the effect of preparing lessons through the learning effect of classroom students, so as to realize the unity of evaluation process and results.
2. Gather wisdom, prepare lessons and avoid misunderstanding.
(1) brainstorm and prepare lessons to avoid being caught off guard. Gathering wisdom and preparing lessons should be carried out on the basis of individual's independent preparation. Without adequate personal "preparation", gathering wisdom and preparing lessons will become "nonsense", which will inevitably lead to inefficiency or poor results. Personal lesson preparation is the premise and foundation, and gathering wisdom to prepare lessons is the improvement and promotion.
(2) brainstorm and prepare lessons to avoid "full responsibility". Each teacher can't write part of the content in turn, and the whole group appreciates it.
(3) Gather wisdom and prepare lessons to avoid "arrogance". We should not only pay attention to teachers' teaching, but also pay attention to students' learning, classroom generation and students' creation.
(4) Gather wisdom and prepare lessons to avoid "one thousand people" and "sameness". Gathering wisdom and preparing lessons should not only emphasize joint discussion, but also highlight individual characteristics. Personality here is not only the feelings of teaching and teaching, but also the feelings of study and life.
(5) gather wisdom and prepare lessons, and avoid "hand-made". The essence of preparing lessons by gathering wisdom is research, the core is discussion, and the goal is promotion. We should strive to implement the word "research". Put an end to formalism; Put an end to "takenism" such as pasting, downloading and cutting.
(6) Gather wisdom and prepare lessons to avoid "word for word". The spokesman of the center can't act as a "one-man show" or the class leader has the final say and let other teachers "work hard".
Summary of collective lesson preparation Part II
Looking back on the teaching and research work this semester, the general feeling is that it is hard, nervous and happy. Some achievements have been made, but there are also shortcomings. In order to foster strengths and avoid weaknesses in future work, the collective lesson preparation work is summarized as follows:
1, formulate and complete the established work plan.
At the beginning of school, our whole group made a feasible teaching and research work plan according to the actual situation of students, taking "low starting point, infiltrating new curriculum reform and consolidating basic skills" as the guiding ideology. Up to now, with the active efforts of the whole group of teachers, the planned tasks and work have been basically completed.
2, collective lesson preparation, unity and cooperation, to form a joint force.
There are four teachers in this group. However, the activities of our group are colorful and fruitful. Weekly collective lesson preparation is conducted in a relaxed and pleasant atmosphere. We study teaching materials, teaching methods, analyze students, explore teaching materials processing methods and classroom teaching art and so on. There is no reservation between teachers and resources are shared. Give full play to their respective advantages and complement each other to form a benign competitive atmosphere of mutual cooperation and common improvement, and receive "1+1>; 2 "effect.
3. Attend lectures and evaluate lessons, learn from each other and learn from each other's strengths.
No matter how good a teacher is, he needs to keep learning and improving. In addition to discussing with each other in collective lesson preparation, it is more important to listen to and evaluate each other in groups. From the class leader to each member, everyone takes turns to attend public classes, participate in lectures and comments, summarize the highlights, defects and loopholes in the teaching process, and improve their professional level.
4. Pay close attention to routine teaching and research activities to improve the effectiveness.
This semester, our group strives to combine routine and innovation, strengthen the management of teaching routine, and make all aspects of lesson preparation, class, quality inspection, homework correction and student counseling meet the standardized requirements. In the routine teaching inspection, the work of our group teachers is not satisfactory. After each exam, organize the analysis of the test paper and the analysis and summary of the students. Improve the pertinence and effectiveness of test paper evaluation.
Since the collective lesson preparation, the teachers in our group generally think that the collective lesson preparation is very effective and has gained a lot. After all, every teacher's ability is limited. Let's promote and improve each other. Besides, it saves a lot of time and we can do more things. It seems that under the influence of teachers' collective preparation for lessons, students have started some activities that they didn't have before: breaking the boundaries of classes and communicating. In a word, our group seems to have really become a whole, an inseparable whole and an upward whole.
Although many achievements have been made, there are still many unsatisfactory places in the work, such as how to improve the quality of classroom teaching and how to cultivate and improve the quality of students in all aspects. Set higher goals for yourself, don't settle for the status quo, muddle along, think more and reflect more. Pushing ourselves forward will be our eternal goal. There is no best, only better, and we will continue to work hard.
Collective lesson preparation summary Chapter 3
There are three teachers in our mathematics teaching and research group, and each member is not sharp-edged, unwilling to lag behind, and can devote himself wholeheartedly to his work. After 1 year running-in, everyone knows each other's personality and temper, and they are close to each other, and the team spirit is beginning to show signs. Although our work was not very good without us in the past, we didn't complain or be discouraged. We continue to adhere to the principle of "diligence, thoughtfulness, careful study and hard work" and make persistent efforts as always. At the same time, we are also thinking calmly and actively improving our work in view of existing problems. Now the primary school mathematics teaching and research group will make a summary.
First, standardize collective lesson preparation.
The development of education determines that teaching activities are not a matter of one person, but the crystallization of collective wisdom. Only by collective efforts can we successfully face and solve many problems in teaching; Only collective cooperation and joint exploration can achieve the best results. When teachers are fully aware of the necessity of collective lesson preparation, in order to standardize management, we will institutionalize collective lesson preparation-time and place are fixed, lesson preparation content is determined, and central speech reservation is finalized in time. The teaching and research group seldom spends time on daily organization and management or leading the preparation of lessons, because once we arrange the collective preparation activities in the first week of school, everyone will be conscious and serious in the future.
After the lecturer talked about the arrangement intention, teaching difficulties and teaching suggestions of each class, everyone expressed their opinions and exchanged, discussed and thought about their own problems, teaching ideas and innovations, so that everyone could learn from each other and finally reach a consensus. However, we always regard "harmony but difference" as the thinking direction of collective lesson preparation, that is, we only unify our thinking, not the lesson plans, and advocate the organic combination of collective lesson preparation and independent lesson preparation. Each of our teachers can critically absorb the wisdom generated by the collective, revise the original teaching ideas, and design and compile their own teaching plans from the actual situation of the students in this class. Collective lesson preparation strengthens the cohesion among teachers and improves their overall professional level. Teachers of different starting points and types have grown and developed in different degrees on the original basis. At the same time, it can also overcome the inertia, one-sidedness and randomness of individual lesson preparation and improve the scientific nature of teachers' teaching.
Second, grasp the teaching routine
Teaching routine refers to the effective teaching norms and requirements that must be followed in long-term teaching practice. We attach great importance to every link. The school proposes to prepare at least one week in advance, and the teaching and research team leader should check the preparation at the end of each month so that all teachers can hand in the lesson plans on time. After the first lesson plan inspection, according to the standardized lesson preparation requirements put forward by President Qu, all the teachers in the group can humbly correct the past deficiencies and prepare lessons according to specific requirements. The same kind of heterogeneous content has risen to a higher level, with detailed and unique content. As President Qu said, the teachers in our math group are competitive and unwilling to lag behind. In the future lesson plan exams, almost all of our grades were first prizes.
We check the correction of homework at the end of each month, and the teacher's evaluation of students' homework is very effective, such as smiling faces and encouraging words. During the inspection, the whole group of teachers participated in the inspection, and the teachers carefully checked the classroom assignments and oral calculation books handed in, and put forward good suggestions. By participating in the investigation, each teacher not only saw the advantages of others, but also made clear his own work direction. After each inspection, I timely feedback the inspection results and suggestions to the teacher, so that everyone can standardize their requirements for students according to the suggestions put forward, which further improves the quality of our homework. Mathematics teaching and research group can do a solid job in daily work, do all the work in teaching, conscientiously do unit exercises, monthly exams and final quality tests, and truly take exams as a means to promote students' all-round development and improve teachers' teaching.
Collective lesson preparation summary Chapter 4
With the deepening of curriculum reform, in order to better improve teachers' teaching management, classroom implementation and promote exchanges and learning among teachers, and achieve the goal of common progress and growth, Lin No.1 Primary School in Ledong County, Hainan Province has carried out collective lesson preparation activities under the guidance of higher authorities. It's been three years now. In the past three years, our teaching ability and teachers' personal quality have been improved to varying degrees in the mode of scheme design → group discussion → scheme practice → successful promotion. The following is my collective lesson preparation experience:
People often say that "collective lesson preparation is conducive to enhancing teachers' sense of cooperation, rallying teachers' joint efforts and creating a good teaching and research atmosphere." The new curriculum advocates autonomy, cooperation and inquiry learning, which applies not only to students but also to teachers. Through collective lesson preparation, teachers learn to cooperate and share, improve work efficiency and increase the knowledge content of classroom teaching. Collective lesson preparation can greatly promote the atmosphere of teaching and scientific research in schools. I am deeply touched by this: in May of 20, in order to strengthen oral communication and writing teaching, the school specially launched the teaching contest of oral communication and writing teaching. I was teaching oral communication at that time-a class entitled "Praise my hometown". At the beginning, the trial teaching adopted my own actual lesson plan, which started like this:
Stimulate interest and introduce initial perception
Teacher: There are bright sunshine and warm spring breeze outside the window. Spring blossoms will make people have an impulse to go for an outing. Does everyone want to go? Where should I go for a walk?
Imagine students saying:
Health 1: I really want to go to Haikou. Haikou must be beautiful now.
Student 2: Go to Wugong Temple Park to play.
S3: I really want to go there. I want to go to Lv Wan Park. But now teachers often say that we are not allowed to play outside.
Teacher: Yes, all the places mentioned by the students are beautiful and worth visiting. Last Sunday, the teacher listened to a classmate's introduction, and there was a very good place to go hiking, so we went together and left a few moments with cameras along the way. Do you want to see it? Enjoy it together!
Health: Yes!
Teacher: (Showing some scenic pictures of Haikou and Sanya) Looking at these and listening to the students whispering, the teacher wants you to make it clear and listen to what you want to say most at this moment.
Teacher: Yes, this classmate is absolutely right. The teacher came here and took photos. This is our beautiful Hainan-our hometown. Let the students boast about their hometown in this class today!
After the exam, because most students seldom go out, the effect is not very satisfactory. At that time, Professor Wang Zhu, who was in class, and the teachers of the same subject group in the same grade commented after class that my design was not close to students' lives. Ledong itself is a tourist city and county such as Jianfengling, Maogongshan and Longqiwan, and Haikou and Sanya can be used as some expansion. Under the guidance of the collective, I made the following adjustments: I played an off-island tourist and went to Ledong to let the children of Ledong introduce the scenic spots and food in Ledong. My introduction was also changed to: "I am a guest from other places. It is said that Ledong is called "the hometown of bananas" and "the hometown of calligraphy and painting" because of its charming scenery and rich products. I am here today, as a member of Ledong.
Children, don't let me down! Today, I want to give this tour guide task to our smart and capable children. I wonder if you can finish this task? I think you can do it. I will choose one of your best children as my real tour guide. How's it going? Praise our hometown quickly, which makes my heart beat. "As a result of this change, students seem to have a lot to say, and they are all scrambling, especially in food. The more they talk, the more beautiful they are. It is very different from the previous design. This makes me feel the wisdom and strength of the collective. It also gives me a deeper understanding of the choice of collective lesson preparation in our school: the active and standby students choose the courses to prepare lessons, and the active and standby students prepare lessons first. After the preparation, the master and the standby students introduce their own teaching ideas, teaching objectives, teaching priorities, difficulties, teaching methods, learning methods, teaching hours, teaching ideas, teaching design, etc. And other members to supplement, delete and revise it, and initially form a teaching design scheme. Finally, the importance of implementing the classroom implementation mode according to the plan by the active and standby students. Collective lesson preparation really concentrates the teaching wisdom of all teachers, learning from each other's strong points and promoting the common progress of teachers. One of the most important points is that it can help young teachers grow up quickly, lead new teachers to get started as soon as possible, and get familiar with education and teaching as soon as possible, which can make new teachers take fewer detours in teaching and shorten the growth cycle. Last year, a demonstration class of elementary school Chinese studies in the county made me remember it vividly. As we all know, Chinese studies is a new course. I didn't attend any training, and I didn't get any biographies of normal universities. I was asked to take a demonstration class. At that time, I was at a loss. How did I get it? As a Chinese class? I don't understand, I'm anxious! Later, when I thought of making full use of the platform of collective lesson preparation, I went to the electronic lesson preparation room and used the Agricultural College to find information. In the section, I ask questions for everyone and help me solve them. Therefore, everyone actively participated in and discussed, and put forward valuable suggestions and programs. In particular, Teacher Wan Ling and Director Xing Kongxiong of the Political Education Department made an ingenious teaching design for this class.
The plan has given important guidance and made the classroom implementation smooth and colorful. This class has been well received by the leaders of the Education Bureau and the training school and affirmed by the teachers attending the meeting. Such a successful case is not only the charm of collective lesson preparation, but also the crystallization of the wisdom of the collective lesson preparation team and the guiding light for teachers' teaching journey.
Collective lesson preparation provides a platform for teachers to communicate with each other. Colleagues exchange teaching and research, understand other people's teaching ideas and methods, and bathe in the sunshine and rain of collective lesson preparation. Teachers in Ledong Primary School learn from each other's strong points, be brave in innovation and thrive. This activity is conducive to the improvement of teachers' own literacy and students' learning.
In the past three years, teachers have tasted the sweetness of cooperation through collective lesson preparation, in-class lectures and high-quality classroom discussion activities. They are no longer nervous about other people's classes and are more willing to communicate with other teachers. Collective lesson preparation has benefited us a lot. It is clear that the new curriculum reform advocates students' autonomy, cooperation and inquiry learning, and also requires teachers to be independent, cooperative and inquiry, forming a positive discussion atmosphere. In preparing lessons, colleagues communicate frankly, help each other enthusiastically and strive for perfection.
In short, I believe that through continuous communication and unremitting efforts with other teachers, our classroom teaching level, scientific research ability and personal accomplishment will be improved accordingly. I am willing to keep learning and growing in collective lesson preparation.
Collective lesson preparation summary Chapter V
Collective lesson preparation is one of the most effective forms of teachers' cooperative research, and it is also a form of lesson preparation that gives full play to teachers' team spirit, brainstorming and learning from each other's strengths. Teachers' collective wisdom can be brought into full play, so that teachers can learn from each other in the ideological collision of research and exchange, and choose good and follow. This semester, our Huimin primary school actively responded to the call of the central school and carried out collective lesson preparation activities. The work has been further standardized, and the benefit of preparing lessons has been greatly improved, which is summarized as follows:
First, set up a lesson preparation group to give full play to the collective advantages.
In order to give full play to the advantages of collective lesson preparation and learn from each other's strong points, we set up a collective lesson preparation group with teaching as the main task. Give full play to the strengths of teachers, form complementary advantages, and achieve the goal of common progress and common improvement.
Second, make plans.
At the beginning of the semester, a detailed plan was made, and the liberal arts group determined the lesson preparation leader of the lower grades and put forward specific requirements, which provided a solid guarantee for the smooth progress of collective lesson preparation.
Third, determine the task.
When preparing lessons collectively, we adopt the speaker rotation system. First of all, the master and the examinee choose the topic, write the first draft of the lesson plan and make full preparations for the speech. At the same time, inform all members in advance, fully explore and analyze the teaching materials, collect all kinds of useful information through various means, form their own views and opinions on the basis of preparing teaching materials and teaching methods, and make full preparations for the speech.
Fourth, strengthen participation.
The mode of our lesson preparation activities is "individual lesson preparation-collective lesson preparation-forming the final decision". Personal lesson preparation requires personal study and independent thinking. Collective lesson preparation emphasizes brainstorming, learning from each other, and exerting collective wisdom and cooperative spirit. After preparing lessons collectively, individuals digest, absorb, supplement and modify the contents of preparing lessons collectively, and form teaching plans with their own characteristics suitable for classes. Therefore, collective lesson preparation is not a simple repetition of individual lesson preparation, but a process of re-understanding and re-creating individual lesson preparation, which is the deepening and extension of individual lesson preparation. Therefore, our school strengthens teachers' active participation consciousness, turns collective lesson preparation into every teacher's conscious action, and lets every teacher really participate in this activity.
Verbs (the abbreviation of verb) are discussed together to express their opinions.
During the activity, Chen, the host and standby person, first talked about the teaching objectives, teaching priorities, teaching difficulties and so on.
The position of this course in the book and the general content of this course are analyzed and introduced. Then, everyone speaks freely, makes in-depth discussion and analysis on each part of this lesson, introduces the new lesson part, and selects the most novel, unique and attractive scheme, assisted by materials. In the key part of teaching, first of all, the master and the students state their views, while others speak separately. It is required that the content of the speech must conform to the requirements of the syllabus and the actual situation of the students, and at the same time, the corresponding teaching methods and learning methods should be integrated into the material analysis. Finally, it summarizes the teaching methods and learning methods that can not only explain the viewpoints of the textbook clearly, but also make students easy to accept. In the difficult part of teaching, in strict accordance with the requirements of the syllabus, we gather everyone's wisdom, and analyze a teaching method and learning method that is not divorced from books and makes students easy to understand, and strive to achieve the unity of ideological, interesting, knowledgeable and scientific. After the discussion, the master and the standby are responsible for sorting out and summarizing, forming the crystallization of collective wisdom.
Problems in intransitive verbs
1. Because the teachers in our school have heavy teaching tasks and heavy workload, some lesson preparation groups are not fully prepared, which seems a bit hasty.
2. Sometimes the project manager says that the teacher is either not active or full of praise after class, and has not really achieved the purpose of teaching and research.
Seven, improvement measures
1. Raise awareness and promote conscious behavior. Organize teachers to study and discuss the significance and function of collective lesson preparation, and exchange their gains after using collective lesson preparation, so that teachers can further realize that collective lesson preparation should be the collision of teachers' individual thinking and the crystallization of teachers' common wisdom.
2. Reform the evaluation system to stimulate teachers' enthusiasm for preparing lessons.
In short, after the collective lesson preparation this semester, everyone has benefited a lot. We have not only exerted the collective wisdom and strength, but also improved the overall teaching level of the school and greatly improved the teaching quality.
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