菌物生物多样性与人类可持续发展   总被引：2，自引：0，他引：2       下载免费PDF全文

魏江春 《中国科学院院刊》2010,25(6):645-650

文章对菌物生物多样性从下列三个角度进行了论述。首先,在自然界生物圈中的生物多样性包括物种、基因和生态系统三个层次;而物种多样性则是最基础和关键的。菌物是自然界物种多样性最丰富的两大类生物之一。其次,菌物分类学是研究菌物物种多样性的重要工具。第三,生物信息、菌种以及菌物原型参证的三个存取系统,作为菌物分类学的研究成果,是人类可持续发展所需要的可再生的生物资源的重要支撑系统。最后,为了加强对菌物物种多样性和基因多样性的研究、保护和开发,作者提出了4点建议。  相似文献   

Assessing levels of student understanding in pre-service teachers using a two-cycle SOLO model     

Dean Dudley  David Baxter 《Asia-Pacific Journal of Teacher Education》2009,37(3):283-293

This paper reports the findings of an exploratory study concerning the development of higher-order conceptual understanding of Teaching Games for Understanding (TGfU) among physical education pre-service teachers. The development of such understandings has been seen as problematic among pre-service teachers (Randall, 2003 Randall, L. 2003. Preservice teachers' understanding of teaching games for understanding approach to content delivery. Avante, 9(1): 49–61.  [Google Scholar]). An analysis of the responses given in a high- stakes examination of 165 pre-service physical education teachers was used to investigate varying levels of understanding in TGfU pedagogy. This paper reports specific examples of student responses in a written high-stakes examination and justifies how a two-cycle structure of the observed learning outcome (SOLO) model can discriminate between the demonstrations of surface and deep conceptual understandings.  相似文献   

基于知识分类理论的教学设计     

张晓旭 《滁州学院学报》2009,11(4):95-96,128

现代认知心理学将知识分为陈述性知识、程序性知识、策略性知识,教师在进行教学设计时,首先应辨别知识的类型,根据知识类型的获得过程、基本特点等进行科学合理的设计,以提高学习效率。  相似文献   

中国斑叶蝉族五新纪录属（半翅目：叶蝉科：小叶蝉亚科）     

宋月华  李子忠 《贵阳金筑大学学报》2012,(2):34-36

作者在对收集的宽叶蝉标本分类研究中发现该族中国新纪录属5个,其中每个新纪录属各含1个新纪录种。本文对每个新纪录种进行简单描述并给出部分生殖器结构图。  相似文献   

Deception in Sport: A New Taxonomy of Intra-Lusory Guiles     

Adam G. Pfleegor 《体育哲学杂志》2013,40(2):209-231

Almost four decades ago, Kathleen Pearson examined deceptive practices in sport using a distinction between strategic and definitional deception. However, the complexity and dynamic nature of sport is not limited to this dual-categorization of deceptive acts and there are other features of deception in sport unaccounted for in Pearson's constructs. By employing Torres’s elucidation of the structure of skills and Suits's concept of the lusory-attitude, a more thorough taxonomy of in-contest sport deception will be presented. Despite the ubiquitous presence of deception in sport, few scholars have examined this concept in the sport philosophy literature since Pearson’s contribution. This paper hopes to advance a deeper understanding of deceptive practices in competitive sport and also comment on the ethical permissibility of certain sport skills from a moral perspective.  相似文献   

种子植物分类学课程的教学实践与探索     

张煜  陈远其 《教育教学论坛》2020,(12):208-209

基于种子植物分类学课程的特点,文章从优化课程内容、改革课堂教学模式、加强实践环节训练等方面入手,对该课程进行教学改革探索,提升学生的综合素质和课程教学质量,以期为同行进行相关课程教学研究提供参考。  相似文献   

英语习得中的搭配辨识及分类     

徐泉  王婷 《钦州学院学报》2006,21(5):37-40

对英语搭配的习得和积累是英语学习者向高级水平进阶的重要途径。搭配与自由组合及成语的区别主要在于词与词之间在形式和意义方面结合的紧密程度不同。按照性质，搭配可分为语法搭配和词汇搭配两类。语法搭配又可据其中心词不同分为名词、形容词、动词、限定词四类；词汇搭配可据组合关系不同分为“动词＋名词”、“形容词或名词＋名词”、“名词＋动词”、“名词＋of＋名词”、“动词＋副词”、“副词＋形容词”六类。不同习得阶段，搭配习得的重点不同。  相似文献   

陕西省大生属(缓步动物,大生熊虫科)两个新纪录种记述     

杜祥云  王立志  刘艳 《陕西教育学院学报》2012,28(1):53-57

记述了陕西省2个缓步动物新纪录种,它们是球蚜大生熊虫Macrobiotus adelges Dastych,1977(真缓步纲,大生熊虫科)和阿瑞科姆大生熊虫Macrobiotus ariekammensis Wêglarska,1965(真缓步纲,大生熊虫科)。  相似文献   

舞蹈艺术分类模式的构想     

芦芳 《南阳师范学院学报》2012,11(8):83-85

舞蹈艺术目前的分类模式多元而混乱,应该按照以风格和流派为依据的分类原则,将舞蹈艺术分类为民族舞、芭蕾舞、现代舞。这种分类模式涵盖了舞蹈艺术的各个品种和流派,便于从整体与局部上认识舞蹈艺术,也有利于舞蹈艺术的教学与普及。  相似文献   

Asking a Great Question: A Librarian Teaches Questioning Skills to First-Year Medical Students     

Nancy E. Adams 《Medical reference services quarterly》2013,32(4):418-427

In a single one-hour session, first-year medical students were taught a framework for differentiating between lower-order questions that lead to knowledge of facts and higher-order questions that lead to integration of concepts and deeper learning, thereby preparing them for problem-based learning (PBL). Students generated lists of questions in response to an assertion prompt and categorized them according to Bloom's Taxonomy. These data were analyzed in addition to data from the course exam, which asked them to formulate a higher-level question in response to a prompt. Categorizing questions according to Bloom's Taxonomy was a more difficult task for students than was formulating higher-order questions. Students reported that the skills that they learned were used in subsequent PBL sessions to formulate higher-order learning objectives that integrated new and previously-learned concepts.  相似文献