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王发艳 《中小学实验与装备》2015,(2):48-49
通过对"利用探究性实验培养学生实践能力策略"的理论思考,我们逐渐研究、实践形成利用探究性实验培养学生实践能力的策略体系:立足探究实验课堂,培养学生实践能力策略;把握学生课外社会实践活动,培养学生实践能力策略;开发课程资源,培养学生实践能力策略;转变学的方式,培养学生实践能力策略;优化评价体系,培养学生实践能力策略。 相似文献
3.
阴山荠属的校订 总被引：1，自引：0，他引：1
张渝华 《中国科学院研究生院学报》1987,25(3):204-219
The genus Yinshania was established by Ma Yu-chuan and Zhao Yi-zhi in 1979,
when only one species, Y. albiflora Ma et Y. Z. Zhao, was discribed from Nei Monggol. In
the present paper the genus Yinshania is revised and four new species, two new varieties and
four new combinetions are reported. There are so far eight species and two varieties in total
in this genus.
Important morphological characters of the genus are analysed, which shows that the lateral
nectariferous glands positioned at lateral base of the brevistamens are triangularovoid; there are
dense minute pustules on the surface of valves, which is easily neglected because the pustules disap-
pear or shrinked when dry; simple or furcate hairs are present in the most species, seldom absent;
the shape of pollen grains is relatively steady, elliptic or long-elliptic, with the polar view trifid-
circular, the equatorial view elliptic or long elliptic, the aperture 3-colpate, exine reticular.
The type of genus Yinshania is changed. Cochlearia acutangula O. E. Schulz was published
in 1929, but Y. albiflora Ma et Y. Z. Zhao in 1979. They are the same species and a new com-
binetion, Y. acutangula (O. E. Schulz) Y. H. Zhang, is made. Thus, the type of genus Yin-
shania should be changed to Y. acutangula (O. E. Schulz) Y. H. Zhang.
Besides, He Ye-qi 6121 (paratype, PE), which is different from Y. acutangula var. albif-
lora, is separated from it and transferred the typical variety, Y. acutangula.
According to the characters of fruit shape the genus Yinshania is divided into two sections,
namely, Sect. Microcarpa and Sect. Yinshania, and then Sect. Yinshania is subdivided into two
series.
Sect. 1. Microcarpa. Silicles widely ovoid or subglobose, 1-2.2 mm long, 0.8-2.2 mm wide,
the ratio of length and width about 1.1.
Sect. 2. Yinshania. Silicles oblong, oblong-ovoid or long-lanceolate, ellipsoidal, 1.5-4.5 mm
long, 0.3-1.5 mm wide, the ratio of length and width about 2.5-3.3.
Ser. 1. Henryanae. Raches flexuose; plants densely hairy; leaves 3-5-foliolate, seldom
pinnatipartite or pinnatisect.
Ser. 2. Yinshania. Raches non flexuose; plants sparsely hairy; leaves pinnatisect or pinna-
tipartite.
The genus Yinshania is a genus endemic to China, with their range from eastern Xizang to
western Hubei from northern Guizhou to central Nei Monggol. The taxa are mostly of a small
area. Sect. Microcarpa is concentrated in Sichuan and southern Gansu; Sect. Yinshania is
spread from Xizang and Sichuan, nouthwards to Gansu, Ningxia, Shanxi, Hebei and Nei Mong-
gol (Ser. Yinshania); and from Sichuan south-eastwards to Guizhou and Hebei (Ser. Henrya-
nae). There are five species in Sichuan. The present paper conjectures that the distribution
centre of the genus is in the Hengduan Mountains and its adjacent areas. 相似文献
4.
正她出生在福建山城永安一个普通的穷人家庭,在山区里长大。小时候,她发现每次哥哥从山上回来,篮子里的果果都比其他伙伴多。她问哥哥为什么,哥哥用衣角擦了擦脸上的汗水,告诉她:"我在树上摘的和其他人的差不多,但下树后,其他人急着回家,而我会把树下、草里的每一个果果捡起来,这样就会得到更多一些了。捡起每一个小果果,拾到篮里的才是自己的。"她用清水洗去山果上的泥土,放进嘴里,真脆,真甜。"捡起每一个小果果,拾到篮里的才是自己的。"这句话从此种到了她幼小的心灵中,慢慢向上吐芽,向下扎根。1994年,初中毕业的她,考入福州师范艺术学校幼师美术班。在学校里,她努力地学好每一门课,她觉得这些课都是自己成功路上的一个个小果果。幼师毕业后,她的心中有了更大的梦想,毅然辞去幼儿教师 相似文献
5.
宋春瑶 《东方少年(阳光阅读)》2008,(1):78-79
<正>在森林的木叶间,常常回荡着悦耳的萨克斯声,还有优美的钢琴伴奏呢。小熊维尼是个萨克斯手,吹出来的曲子优雅动听,令人陶醉。维尼每天吹两个小时的萨克斯。每到这时,小果狸西西便坐在一旁,眼睛里闪着羡慕、敬佩的光芒, 相似文献
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7.
上高中时,我有一个同学叫张小果。她成绩不好,大多数时候都坐在后排。可不知道怎么回事,高二开学第二天,她就跑到老师那提意见,硬是说服老师把她的位置调到了我的旁边——第一排的正中间。对于她的到来,我很诧异。坐在第一排,她依旧是每天趴在桌子上睡觉,在课桌下玩手机,并没有表现出什么不一样的地方。而每次我问她调位置的原因时,她总是笑而不语。有一次她问我,怎么才能学好语文呢?我听了之后笑了笑,她马上解释,因为一直在后面不学习落下了很多科目,现在想补恐怕又不容易,所以想找一门比较容易的补一补而已。我告诉她语文这个东西,或许只能靠阅读才能补救吧。 相似文献
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9.
婷子 《七彩语文(小学低年级)》2014,(3)
正提起吃零食,在整个"零食界",我说自己是老二,就没人敢称老大!这天,当我捧着一堆零食坐在电脑前享受时,表妹和老妈两个"零食小王"夺走了我心爱的薯片,火冒三丈的我立刻把剩下的"宝贝"藏好,去拯救我的"薯片小宝贝"。俗话说得好:"民以食为天。"说起美食,你有没有一种垂涎欲滴的感觉呢?你瞧,下面这位"零食大侠"为了保护好自己的美食,竟然练就了一身好功夫…… 相似文献
10.
正一、1+1=?一年一度的幼儿园戏剧节即将拉开帷幕,面对混龄班上中班孩子和小班孩子的差距,怎样编排好这一出戏剧?一天中午,我和主教于老师就我的困惑进行了一次讨论:我:"于老师,要不这次的戏剧活动我们就定角色演出吧?"于老师:"为什么要定角色呢?你是怎么想的?"我:"因为我觉得中班和小班的孩子各方面能力都有差距,就台词来说,只有定下角色孩子才可以记住自己的台词啊?"于老师:"那孩子就在机械地记台词了,表演也不 相似文献