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通过样方法实地调查梅州市国有水口林场，分析其人工林群落结构特点以及物种多样性现状，结果表明：该林场维管植物有67种，隶属35科，60属，其中乔木层物种11种，灌木层物种27种，草本层物种51种.群落植物区系具明显的热带分布性质，属于典型的南亚热带常绿阔叶林，物种组成以双子叶植物为主，占比近66%，优势种多为人工种植的黑木相思、马尾松等.其中灌木层的均匀度高于乔木层、草本层，草本层的Margalef指数和Shannon-Wiener多样性指数均高于乔木层、灌木层，乔木层的Simpson指数最低为0.788 7，草本层的Shannon-Wiener多样性指数最高为2.789 9.加强封山育林，适当地补种一些乡土植物，尤其是乔木种类，以增加植物多样性，可促进植被恢复. 相似文献
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调查了绵阳市安昌江滨河湿地植物的群落类型及物种多样性,结果显示,滨河湿地植物有79种,分属36科,主要由草本构成,乔、灌、藤本植物较少.安昌江滨河湿地植物按优势种为代表可划分为空心莲子草、马唐、青蒿、马鞭草、构树、狗牙根等6个主要植物群落类型,以上6类群落类型对研究区域湿地生态系统的物质循环起着主要作用.研究区域内植物群落的垂直结构较简单,层次单一,在水平结构上表现出明显的镶嵌性,这可能与滨河湿地生境的多样化和破碎化有关.对整个滨河湿地群落不同层次的多样性指数（H＇）分析显示,草本层（3.97）＞乔木层（1.79）＞灌木层（1.61）;均匀度指数（E）为草本层（0.82）＞乔木层（0.79）＞灌木层（0.38）,灌木层分布不均匀.人类干扰引起的湿地环境的变化和旱生物种入侵是影响该区生物多样性的重要因素. 相似文献
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《嘉应学院学报》2015,(11):64-68
常绿阔叶林是亚热带地区典型的地带性植被,对保护环境、维持全球性碳循环平衡和人类的持续发展都具有极其重要意义.本文采用群落生态学的方法对闽西九溪庐的常绿阔叶林植被的7个样方面积1 000 m2的样地进行调查和分析.结果表明:(1)九溪庐常绿阔叶林有37科57属共75种,其中蕨类植物5科6属7种种子植物32科51属68种;(2)群落的Shannon-Wiener指数(H')为4.25、Simpson指数(D)为0.981和群落优势度(C)0.019;(3)各层的多样性指数Shannon-Wiener指数(H')、Simpson指数(D)的变化趋势为灌木层>乔木层>草本层>藤本;群落优势度(C)为藤本层>草本层>乔木层>灌木层. 相似文献
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黄槠林是我国特有珍贵用材树种。通过对福建闽清黄槠林群落的特征及多样性进行分析,结果表明:在乔木层,黄槠在群落中占有绝对的优势地位;在灌木层,栲树、山血丹、黄瑞木、闽楠等物种比较占优势;而在草本层则体现为链珠藤优势明显。黄槠林群落不同层次的物种多样性大小依次为灌木层〉乔木层〉草本层。 相似文献
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以琅琊山森林群落的10个样方的调查资料为基础,采用物种丰富度、优势度指数和物种多样性指数等指标对琅琊山森林群落草本层物种多样性进行分析.结果表明,样方草本层中各物种间重要值差异较大的,其优势度指数越大;而物种多样性指数则随样方海拔高度的升高而降低. 相似文献
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岷江源头阴坡和阳坡针叶林物种多样性比较 总被引：1，自引：0，他引：1
陈文年 《内江师范学院学报》2004,19(2):31-34
应用样方调查方法，研究了岷江源头地带阴坡和阳坡的物种多样性差异，结果表明：在乔木层和灌木层，阴坡物种多样性大于阳坡；而在草本层则是阳坡物种多样性大于阴坡；从总体上来看，阳坡物种多样性大于阴坡。阴阳坡物种多样性的差异跟阴阳坡生态因子的不同有一定关系，但人为干扰对这种差异的形成起着更重要的作用。 相似文献
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通过对福建三明格氏栲自然保护区常绿阔叶林9个群丛的物种多样性进行测算,结果表明:保护区内常绿阔叶林物种多样性指数为4.513—2.947;物种均匀度为0.498—0.772;生态优势度为0.049—0.066。并提出了相应的保护建议。 相似文献
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姜振华 《内蒙古师范大学学报(哲学社会科学版)》1996,(3)
听、说、读、写这个顺序是人们学习第一语言的基本顺序。读、说、听、写则是人们学习第二语言的顺序。第二语言的学习是在母语的符号思维系统已经建立起来并相当牢固之后开始的；第二语言的学习是在一种自觉状态中进行的，是一种有意识的学习。母语在第二语言的学习过程中起着极其重要的作用。双语共存的教学本质上是一种比较型教学。 相似文献
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城市精神不是一个空泛的东西,它体现了城市中的人所具有的精神风貌,具体地说,它至少包括平等、契约、宽容、创新与共生等诸方面观念,这些观念则要通过教育获得. 相似文献
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E. J. Capaldi Donna R. Verry Timothy M. Nawrocki Daniel J. Miller 《Learning & behavior》1984,12(1):7-20
Two experiments indicated that two approaches to serial learning are too extreme—the classical view that it consists only of interitem associations and various recent views that it involves no interitem associations. The novel assumption introduced here was that phrasing cues, normally conceptualized as merely segregating long series into smaller units or chunks, may also enter into associations with items, thereby reducing interitem interference and facilitating serial learning. It was found that one item could become a signal for another item, an interitem association, or be overshadowed by a phrasing cue, such as a brightness and temporal cue, also signaling that item. The items were .045-g pellets. Rats traversed a runway for items arranged in ordered series, 14-7-3-1-0 pellets (Experiment 1) or 10-2-0-10 (Experiment 2). Complete tracking of, for example, the 10-2-0-10 series would consist of fastest running to 10 pellets and slowest running to 0 pellets. In both investigations, the interitem association overshadowed was that between 0 pellets and the subsequent rewarded item, 0 → 14 (Experiment 1) or 0 → 10 (Experiment 2). Either repetitions of the 14-7-3-1-0 subpattern (Experiment 1) or merely the terminal 10-pellet item (Experiment 2) were phrased, both methods producing identical results. Overshadowing the 0-pellet item produced superior serial learning, more rapid extinction, and, in Experiment 1, considerable elevation of responding when the brightness phrasing cue was introduced in extinction, an effect said to be conceptually identical to spontaneous recovery and one demonstrating directly that phrasing cues are in reality overshadowing cues. It was suggested that many effects attributed to forgetting may be due to unrecognized overshadowing of memory cues by phrasing cues, giving rise to exaggerated estimates of forgetting. 相似文献
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Dr. William R. Tracey 《Clearing house (Menasha, Wis.)》2013,86(5):212-214
This article examines and critiques the leadership capacity of department leaders in a high school and attempts to gain a deeper understanding of how department leaders perceive their role as teacher leaders, making a distinction between what an individual department leader does in his or her position and teacher leadership as a form of continuous learning and innovation through collaboration. How do department leaders practice leadership to improve student learning? The author provides an investigation and analysis of the current level of leadership capacity exhibited by department leaders in a high school. A close look at the role and function of department leaders in this high school reveals an absence of the teacher leadership necessary to promote the broad-based leadership capacity that results in improved student achievement. 相似文献
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《Cultura y Educación》2013,25(2):103-106
ResumenEn este artículo, se reflexiona sobre las críticas hechas por Emilio Sánchez al Lenguaje Integrado. Estas críticas sugieren la necesidad de abrir paréntesis educativos donde se enseñe al niño a automatizar los procesos de reconocimiento de palabras, aspecto que no tiene en cuenta este movimiento. Sin embargo, veremos cómo la enseñanza aislada de estas habilidades ignora, por una parte, que la lectura y la escritura suponen adquirir conocimientos que van más allá del reconocimient o de palabras, y por otra, que dicho reconocimient o no se da sólo por vía fonológica, sino que precisa de otras vías de acceso léxico que funcionen en paralelo para que el reconocimiento sea efectivo en los procesos de comprensión de textos. Veremos cómo las actividades que propone el L.I. son las ideales para desarrollar estas habilidades. 相似文献
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Ian Winchester 《Interchange》2008,39(4):389-390
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