共查询到19条相似文献，搜索用时 109 毫秒
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张风娟 《河北职业技术师范学院学报》2003,17(4):75-78
盐生植物在对盐渍环境的适应过程中，形成了特有的结构。从根、茎、叶三方面总结了盐生植物的耐盐结构特点，旨在为盐生植物的研究提供更多的植物体微观结构资料。 相似文献
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盐生植物抗盐结构机理研究进展 总被引：4，自引：0，他引：4
近几年对盐生植物解剖结构系统研究表明：环境是改变植物形态结构的主要诱因，盐生植物为适应盐生逆境，有的特性出了盐腺，有的分化出了程度不同的通气组织，茎叶为C3－C4植物结构类型。 相似文献
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盐生植物是一类在盐渍环境中生长的天然植物,其主要特征就是具有较强的抗盐能力.植物的耐盐机理非常复杂,涉及到植物生理生化的很多方面,但生理生化的变化最终都体现在植物的形态解剖结构上,因此植物在适应盐渍环境的过程中,都形成了自己独特的形态结构特征. 相似文献
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植物的耐盐性是植物的耐逆性之一,是植物长期生活在特定生境中产生适应形成的。盐生植物是一特殊的植物区系,耐盐能力强。本文介绍了盐生植物的类型、耐盐机理以及在盐胁迫下的信号转导途径。 相似文献
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泌盐盐生植物的盐腺及泌盐机理研究概况 总被引：3，自引：0，他引：3
泌盐盐生植物是一个重要的盐生植物类群，主要通过其叶片或茎上的盐腺泌盐，从而可以在盐溃土壤上正常生长并完成其生活史。本文主要介绍了泌盐盐生植物盐腺的结构及泌盐机理。 相似文献
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盐腺是泌盐盐生植物的重要结构 ,主要分布在植物的茎、叶表面。双细胞盐腺由 1个收集细胞和 1个分泌细胞组成 ;多细胞盐腺由 1个收集细胞、1个柄细胞和多个分泌细胞组成。植物通过盐腺活动有效降低其它细胞的盐分含量 ,以维持其正常的生理功能 ,适应盐渍环境。在分泌过程中 ,分泌细胞中的小液泡起着重要的作用 ,ATP是泌盐活动的能量来源 相似文献
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杨平 《南京晓庄学院学报》2010,26(6):77-80
利用一系列的生物信息学软件分析了GenBank上注册的三种甜土植物与四种盐生植物HKT1基因编码蛋白的氨基酸组成、等电点、结构域、特征位点、二级结构等蛋白质性质,并将三种甜土植物与四种盐生植物HKT1基因作了对比.结果表明：甜土植物与盐生植物HKT1基因的理化性质、结构特征和功能等方面有一定的差异,但差异并不明显. 相似文献
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如何利用移动设备的位置识别功能开发创新性的移动应用系统,是众多研究者和商业应用开发者关注的焦点。基于位置识别的移动学习系统5R自适应框架为实现自适应移动学习环境提供了一套解决方案和标准化结构。5R自适应框架能够根据学习者、位置、时间、移动设备等因素自动生成学习者所需要的学习内容,增强学习者与学习情境之间的交互。5R自适应框架的实施需要描述基于位置的学习内容并使之标签化,建立自适应约束条件和学习内容之间的关系。在基于位置识别的地理课实地考察移动学习过程中,5R自适应框架能够很好地支持这一应用,而且在实现过程中体现出高度的灵活性。 相似文献
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动态战略适应视角是从大学战略管理中提出来,学部制改革作为大学内部治理结构中重要的战略选择,涉及高校内人、财、物多方面整合。基于动态战略适应理论的分析框架,即大学战略与大学所处的内外部环境、所拥有的资源以及大学内部组织之间的适应状态,提出学部制改革成效分析范式,即学部制改革的环境适应、资源适应及组织适应。 相似文献
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智力障碍儿童环境生态课程的家庭教育模式初探 总被引：3，自引：2，他引：3
本文以环境生态课程的新理念论述了智力障碍儿童家庭教育模式的重要性 ,对环境生态课程的家庭教育模式的结构、教育环节和操作流程进行了说明。在此基础上 ,我们阐述了在家庭教育模式中如何运用家庭环境分析评估、中介系统的支持和微观环境的调适 ,改变家庭环境 ,开发家庭潜能 ,重视儿童本身与其具体生活环境的互动 ,使环境生态课程在智力障碍儿童家庭教育中得以应用 ,培养智力障碍儿童适应社会环境的能力 ,满足其生涯发展需要。 相似文献
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为了在智慧学习环境下实现自适应情感交互,文章首先构建了基于学习者情感的学习画面情感自适应调整模型,并依托此模型开发了原型系统。随后,文章以济南市X中学的98名学生为研究对象,采用准实验研究法,通过学习者情感所占比例分析和问卷数据统计分析,验证了文章提出的假设成立,即智慧学习环境下学习画面情感自适应调整能够提高学习过程中学习者积极情感所占的比例,并能激发学习者的学习兴趣。在智慧学习环境下自适应调整学习画面情感,为解决智慧学习环境情感层面的自适应交互问题提供了新的思路与方法。 相似文献
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朱创录 《渭南师范学院学报》2014,29(19):39-43
针对设施农业地理位置分布较广,精细农业应用具有作物类型与地势多样、受干扰因素多等特点,为了建设具有较强环境适应性的智慧农业信息平台,必须解决无限传感器网络节点能耗、节点通信效率等问题,通过对面向精细农业的无线传感器网络组织结构和网络进行研究,结合渭南市智慧农业的实际应用环境,设计了基于ZigBee网络的渭南智慧农业平台,通过仿真实验验证了无线传感器网络的实际通信效果． 相似文献
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The World Wide Web is increasingly being used as a vehicle for flexible learning, where learning is seen to be free from time, geographical, and participation constraints. In addition to flexibility, the Web facilitates student-centered approaches, creating a motivating and active learning environment. The purpose of this study is to set up an adaptive learning environment on Internet and to experiment with the most suitable methods and applications. Our goal is to provide a better solution with regard to the related distance learning research. All the resources and background are from current relevant documents on the theory of asynchronous distance education. We set up an adaptive Internet learning system based on learning theory and related learning models. Our research targets are those students who took the ‘Life Chemistry’ course for the asynchronous distance education environment at Providence University at Taiwan. The students were divided randomly into two groups: the experimental group, which was in an adaptive learning environment and the controlled group, which was in a non-adaptive one. We used the American Chemistry Society Test Bank as our research tool and used SPSS to analyse the data we obtained. Results show that the experimental group in the adaptive learning environment out-performs the controlled group. In addition, those students who are field independent learning types, have higher pre-knowledge, are male, in science departments and have a longer study time span in an adaptive learning environment show much greater achievement levels than those in the opposite situations. 相似文献
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The World Wide Web is increasingly being used as a vehicle for flexible learning, where learning is seen to be free from time,
geographical, and participation constraints. In addition to flexibility, the Web facilitates student-centered approaches,
creating a motivating and active learning environment. The purpose of this study is to set up an adaptive learning environment
on Internet and to experiment with the most suitable methods and applications. Our goal is to provide a better solution with
regard to the related distance learning research. All the resources and background are from current relevant documents on
the theory of asynchronous distance education. We set up an adaptive Internet learning system based on learning theory and
related learning models. Our research targets are those students who took the ‘life chemistry’ course for the asynchronous
distance education environment at Providence University in Taiwan. The students were divided randomly into two groups: the
experimental group, which was in an adaptive learning environment, and the controlled group, which was in a non-adaptive one.
We used the American Chemistry Society test bank as our research tool and used SPSS to analyse the data we obtained. Results
show that the experimental group in the adaptive learning environment out-performs the controlled group. In addition, those
students who are field independent learning types, have higher pre-knowledge, are male, in science departments and have a
longer study time span in an adaptive learning environment show much greater achievement levels than those in the opposite
situations. 相似文献
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针对我国现有的混合式学习模式普遍存在适应性不足的问题,本文提出利用移动与无线通信技术和境脉感知技术构建移动混合式学习系统,对系统的结构、功能和关键技术进行了探讨,得出移动混合式学习系统可以利用境脉感知功能获取有关学习者的境脉信息,从而以智能的方式为学习者提供适应性的学习内容与服务。 相似文献
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The role of information and communication technologies (ICT) in education is well recognised – learning environments where the ICT features included are being proposed for many years now. The Web Geometry Laboratory (WGL) innovates in proposing a blended learning, collaborative and adaptive learning Web-environment for geometry. It integrates a well-known dynamic geometry system providing an adaptive environment where face-to-face activities can be combined with computer-mediated activities, in a collaborative or stand-alone, synchronous or asynchronous, classroom or homework way. The WGL collaborative environment allows each student to capitalise on one another's resources and skills. Its adaptive module gives to each teacher the ability to assess the geometric level of each student, allowing the teacher to build the individual profile and/or learning paths. In this paper we begin describing what are the goals that support the development of such an environment, the goals that support our beliefs in the usefulness of such an environment for the teaching and learning of geometry, after which we describe the environment and the case studies already conducted. 相似文献