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1.
为确定药剂拌种对小麦长管蚜的防效及其天敌的影响,以吡虫啉和京东八号为材料进行了实验.结果表明,处理A（拌种药量为1.2g·kg-1,有效成份,以下同）、处理B（拌种药量为0.8 g·kg-1）和ck在小麦整个生育期,麦长管蚜总数分别为4 204,4 128,9 911头·百株-1,且处理A,处理B与ck达到差异显著性（P＜0.05）;处理A和处理B从4月24日到5月25日对小麦长管蚜均具有一定的防效且在5月17日防效达最佳,分别为82.13％,78.11％;经小麦产量分析表明,处理A,处理B,ck的产量分别为0.701 3,0.598 8,0.5644kg·m-2,且处理A与处理B,ck之间达到差异显著性（P＜0.05）;吡虫啉拌种对小麦长管蚜天敌的影响分析表明,处理A和处理B对小麦僵蚜、瓢虫田间数量影响与ck之间达到差异显著性（P＜0.05）. 相似文献
2.
调查表明，鲁中南山区烟蚜自然天敌主要包括寄生蜂，草蛉，瓢虫，食虫蝽，食蚜蝇和蜘蛛６个类群。在不防治田，除寄生蜂类它们都能建立稳定的种群，但不能有效的控制蚜害，在此防田内，同盱多次喷施农药，多被杀死，控蚜作用甚微；在旺长期化防田内，基本上能建立自然种群，结合其他农事活动控蚜作用明显，可见。该区烟田团棵期保护天然控制蚜害，旺长期进行化防，采收期结合共他措施保护天敌控制蚜害是可取的控制对策。 相似文献
3.
八种农药防治桃蚜的药效试验研究 总被引：1，自引：0，他引：1
通过八种农药田间防治桃蚜的试验得出：药后7d,1.8%的阿维菌素乳油防治效果最好,校正防效达100%;25%喹硫磷乳油1000倍液、10%吡虫啉可湿性粉剂3000倍液、5%啶虫脒可湿性粉剂2000倍夜、4.5%高效氯氰菊酯乳油2500倍液、2.5%功夫乳油1000倍液,校正防效分别为99.93%,99.69%,98.84%,97.78%,95.21%.以上药剂可在防治桃蚜时交替使用。 相似文献
4.
五种药剂对小绿叶蝉的防效试验研究 总被引：1，自引：0，他引：1
小绿叶蝉对碧桃的危害严重,不但降低了观赏价值,而且影响其生长发育。本试验使用4.5%高效氯氰菊酯1500倍、1.0%蚜螨正反杀绝2000倍、5%蚜虱统杀1500倍、10%克蚜灭实3000倍、22%天杀星乳油800倍这五种药剂进行了防治碧桃小绿叶蝉的药效试验,试验结果表明：4.5%高效氯氰菊酯1500倍、1.0%蚜螨正反杀2000倍、10%克蚜灭实3000倍在施药后3d,校正防效分别达89.01%,90.95%,79.40%,可在碧桃小绿叶蝉防治时进行使用。 相似文献
5.
不同除草剂对玉米田杂草防效研究 总被引：1，自引：0，他引：1
王波 《安徽技术师范学院学报》2002,16(3):22-24
玉米播后苗前用五种除草剂对苗期杂草进行防除。结果表明：90%禾耐期 48%百草敌（水剂）和50%的都阿悬乳剂对玉米田一年生杂草防交待均较好，其株防效及鲜重防效分别达92.4%、87.6%、97.3%、95.0%；而480克/升拉索乳油，50%乐丰宝禾本科杂草的防效较好，其株防效及鲜重防效分别为87.9%、93.1%、87.7%、95.5%。 相似文献
6.
王波 《安徽科技学院学报》2002,16(3):22-24
玉米播后苗前用五种除草剂对苗期杂草进行防除.结果表明:90%禾耐斯+48%百草敌(水剂)和50%的都阿悬乳剂对玉米田一年生杂草防效均较好,其株防效及鲜重防效分别达92.4%、87.6%、97.3%、95.0%;而480克/升拉索乳油,50%乐丰宝对禾本科杂草的防效较好,其株防效及鲜重防效分别为87.9%、93.1%、87.7%、95.5%. 相似文献
7.
防治水稻纹枯病药效试验 总被引：1，自引：0，他引：1
试验结果表明，大地春可湿性粉剂800倍和1000倍，20％纹利复配剂800倍和1000倍，12．5％纹益复配剂800倍和1000倍对水稻纹枯病具有很好的防效，分别为77．59％，71．95％，76．13％，67．14％，71．18％，65．17％，其防效相当或优于井冈霉素的防效。 相似文献
8.
选用对甜菜丛根病具有抗（耐）病性的材料，经病田强制定向选育，配置杂交组合，完成育种程序后，经抗病机理的初步探讨和病地、非病地多年多点鉴定以及甜菜丛根病发病区域生产应用，对甜菜丛根病具有十分显著的防效． 相似文献
9.
50％都阿悬浮剂2.25L／hm2对地膜玉米田杂草防效最好,不但能防除禾本科和莎草科杂草,而且能防除阔叶杂草,对玉米安全;而72％都尔乳油对禾本科和莎草科杂草防效较好;40％阿特拉津胶悬剂和43％甲草胺乳油对禾本科和阔叶杂草防效较好。这四种除草剂对杂草的株防效和鲜重防效均达90％以上。而2．4-D丁酯乳油能较好地防除阔叶杂草。 相似文献
10.
四种农药分别采取两种使用方法进行玉米田间小区试验，通过药效测定。结果表明：各药剂在苗后24天防效均在85%以上，其中辛硫磷拌种及撒毒土防治效果最好，分别为95.69%和95.2%。明显优于其它供试药剂。各处理的防效均显著高于未施药的对照区，辛硫磷与呋喃丹，甲拌磷药剂之间防效差异达显著水平，而同一药剂在不同使用方法上差异不显著。 相似文献
11.
探讨回音必R孕康口服液治疗黄体功能不全效果。将60例黄体功能不全的病例随机分成两组，分别用孕康口服液、绒毛膜促性腺激素(HCG）进行治疗。根据基础体温、黄体期雌孕激素水平进行治疗前后的对比观察。两组效果无差异，但与治疗前相比有显著性差异。回音必孕康口服液用于黄体功能不全治疗是安全有效的。 相似文献
12.
Whitney Alicia Zimmerman Stephanie L. Knight David E. Favre Atman Ikhlef 《Teacher Development》2017,21(2):324-345
Qatar is undergoing major educational reform that is shifting its educational policy toward an instructional orientation grounded in constructivism and student-centered instruction. Differences in cultural conceptions of knowledge acquisition and the purpose of education are examined to highlight challenges to Qatar’s reform implementation efforts. Self-efficacy theory is reviewed to provide a theoretical framework for our examination of the adequacy of professional development to impact teacher efficacy for implementing reform-based teaching practices. Teaching behaviors in line with the reform and teacher efficacy were quantitatively measured before and after professional development for treatment and control groups. Regression methods were used to examine the impact of professional development on the relationship between teaching behaviors and teacher efficacy. Results indicate a significant interaction effect; for teachers who received the training, the relationship between behaviors and teacher efficacy was negative, while for teachers in the control group this relationship was positive. Implications of the findings for teacher efficacy and professional development are discussed. 相似文献
13.
Heather Rogers Haverback 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):251-261
This research examined the impact of high teacher efficacy on tutoring elementary students in reading. The Teacher Sense of Efficacy Scale (TSES) was adapted to create a reading‐specific teacher efficacy scale, which is referred to as the RTSES. This scale was used to investigate whether tutors with high efficacy used more reading strategies while teaching elementary students to read. The study also examined whether high efficacy was correlated with reading strategy use. Analyses of pre‐test and post‐test data showed that reading efficacy and strategy use were not correlated, and that tutors with high efficacy scores did not use a significantly higher number of reading strategies while tutoring than those with low efficacy scores. The findings suggest that pre‐service teachers' efficacy did not affect their reading strategy use while tutoring elementary students. There is a need for more research to further investigate the impact that high efficacy has on tutoring. 相似文献
14.
教师集体效能是集体效能在学校教育情景中的应用，是国际教师效能研究的新发展。文章围绕着教师集体效能的概念、形成、测量等方面，对教师集体效能理论做了较为详尽的论述，并就其研究现状及今后可能的发展方向作了简要的评述。 相似文献
15.
Teacher efficacy beliefs is an important characteristic to predict instructional quality and the level of cognitive activation and educational support. Since teacher efficacy beliefs are context and domain specific, this study focuses on how special education pre-service teachers' individual interest and subject knowledge in mathematics predict their efficacy beliefs in teaching mathematics. Data were collected from 57 special education pre-service teachers. The results indicated that the individual interest of pre-service teachers has a strong effect on teacher efficacy beliefs, while subject knowledge has only an indirect effect. 相似文献
16.
In three experiments, we examined the effect of response-outcome relations on human ratings of causal efficacy and demonstrated
that such efficacy ratings transfer to novel situations through derived stimulus relations. Causal efficacy ratings were higher,
and probability of an outcome given a response was lower, for a differential reinforcement of high rate schedule than for
either a differential reinforcement of low rate schedule (Experiment 1) or a variable interval schedule (Experiment 2). In
Experiment 3, we employed schedules that were equated for outcome probability and noted that ratings of causal efficacy and
the rate of response were higher on a variable ratio than on a variable interval schedule. For participants in all three experiments,
causal efficacy ratings transferred to the stimulus present during each schedule and generalized to novel stimuli through
derived relations. The results corroborate the view that schedules are a determinant of both response rates and causal efficacy
ratings. In addition, the novel demonstration of a mechanism of generalization of these ratings via derived relations has
clinical implications. 相似文献
17.
《Teaching and Teacher Education》1994,10(4):381-394
Teacher efficacy, the extent to which teachers believe they will be able to perform the actions that promote learning, is a key variable predicting teacher practice and student outcomes. Few studies of the stability of professional efficacy have been conducted. This inquiry measured teacher efficacy on three occasions during an 8 month inservice. The study found that it was use of inservice knowledge, not exposure to it, that contributed to changes in teacher efficacy and that it was general, not personal teaching efficacy that changed. Interactions among participants persuaded teachers that it was possible for cooperative learning techniques to reach students disadvantaged by home conditions (general teaching efficacy). Any increment in personal confidence (personal teaching efficacy) that might have arisen due to increased teaching skill in the program was offset by increased standards arising from social comparisons among teachers. Teacher changes were related to student outcomes, although not in the expected direction. 相似文献
18.
Sílvia Pina-Neves Luísa Faria Hannu Räty 《European Journal of Psychology of Education - EJPE》2013,28(2):453-474
In this paper, we assume that students’ achievement is influenced not only by a set of individual appraisals such as beliefs about their personal efficacy but also by a set of more systemic factors related to beliefs about their class efficacy as a group. Literature and research review supports that students’ beliefs about their efficacy, both as individuals and as groups, are important predictors of their achievements at school. However, little research has been presented to date that jointly explores the impact of these two sets of beliefs on academic achievement. Therefore, the aim of this paper is to present an integrated view of individual and collective efficacy beliefs, exploring the relationship between them and their causal relationship with students’ achievement. Two cross-sectional studies were developed in the Portuguese secondary school context with 385 and 1,794 students, using Academic Self-Efficacy Scale and Students Collective Efficacy Scale to assess individual and collective efficacy beliefs. The main results showed that individual efficacy beliefs were stronger predictors of students’ grades than collective efficacy beliefs, especially when the specific domain of achievement they refer to was considered (for instance, levels of mathematics self-efficacy had a stronger impact on mathematics grades than on Portuguese grades). Moreover, moderating effects of gender and type of school (public vs. non-public) were found, suggesting that collective efficacy beliefs play a more significant role among boys and among students from public schools. 相似文献
19.
《Teaching and Teacher Education》2005,21(4):343-356
Some of the most powerful influences on the development of teacher efficacy are mastery experiences during student teaching and the induction year. Bandura's theory of self-efficacy suggests that efficacy may be most malleable early in learning, thus the first years of teaching could be critical to the long-term development of teacher efficacy. Yet few longitudinal studies exist that track efficacy across these early years. This study reports changes in teacher efficacy from entry into a teacher preparation program through the induction year. Multiple quantitative assessments of efficacy were used including Gibson and Dembo's Teacher Efficacy Scale, Bandura's assessment of Instructional Efficacy, and an instrument designed to reflect the specific context and goals of the preparation program studied. Results indicated significant increases in efficacy during student teaching, but significant declines during the first year of teaching. Changes in efficacy during the first year of teaching were related to the level of support received. 相似文献
20.
Robert M. Klassen Virginia M. C. Tze Shea M. Betts Kelly A. Gordon 《Educational Psychology Review》2011,23(1):21-43
This review investigates the state of teacher self- and collective efficacy research conducted from 1998 to 2009. Two hundred
and eighteen empirical articles published in 1998–2009 were examined for key characteristics and compared to research published
in the previous 12 years (i.e., 1986–1997). Results from the review show increases in overall teacher efficacy research, methodological
diversity, domain specificity, internationalization, and focus on collective efficacy. Continuing problem areas were a lack
of attention to the sources of teacher efficacy, continued measurement and conceptual problems, a lack of evidence for the
links between teacher efficacy and student outcomes, and uncertain relevance of teacher efficacy research to educational practice.
An outline of directions for future teacher efficacy research is provided. 相似文献