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海藻标本在教学、科研及科普工作中占有重要地位。本文从我校海藻学的历史和教学大纲出发,根据海藻学教学的特点及现状,在总结海藻学课程改革实践经验的基础上,分析了海藻标本在海藻学教学中的作用,以提高教学效果和教学水平。 相似文献
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邹巨 《课堂内外(小学版)》2006,(11):13-13
最近,德国的海洋生物学家发明了一种海藻酒,这种酒含有丰富的碘,半瓶酒所含的碘相当于成年人1年所需的量。酒的颜色是透亮的棕色,并有类似雪梨酒的香味。在德国的基尔有一家只有约100平方米的海藻加工厂,他们加工的产品质量非常好,因为这里的海藻生长的水域没有受到人为的污染。将加工切碎后的海藻放入大桶,然后让其在温室下发酵,4个星期后就能制成酒精含量为14%的海藻酒。海藻酒喝起来微苦,但有利于健康,因为酒中含有丰富的维生素、矿物质和微量元素,以及大量的碘。在海洋里有约3万多种海藻,其中大约160种可以食用。海藻是地球上最古老的植… 相似文献
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丹东海域速生经济海藻无机营养元素的分析 总被引：1，自引：0，他引：1
张雅琴 《辽宁科技学院学报》2014,(2):20-21
对比了采自丹东沿海的12种速生海藻的无机营养元素的含量,并针对不同生长时期、不同产地对分属于不同门类的海藻富集无机元素的能力进行比较。结果表明：12种海藻常量元素和微量元素含量都十分丰富;K、Ca富含于褐藻门;Fe、P、Cu富含于绿藻门中,而红藻门的Mn、Zn含量最高。海藻吸收无机元素的能力与海藻种类、生长时期及产地有关。 相似文献
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制备盐酸甲氧氯普胺海藻酸钙凝胶微球并考察不同因素影响下的释药性.采用滴制法制备盐酸甲氧氯普胺海藻酸钙凝胶微球,海藻酸浓度为2%,氯化钙浓度为1%,载药微球在酸性环境中具有良好的缓释效果,缓释时间能持续8h.盐酸甲氧氯普胺海藻酸钙缓释凝胶微球具有良好的应用前景. 相似文献
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《海藻与海藻栽培学》是水产养殖（学）专业的一门必修课程,由原专业基础课《海藻学》与原专业课《海藻栽培学》合并而成。当前该课程的考试模式存在许多弊端,几乎丧失了考试的功用。本文改革闭卷式考试手段,对计算机化考试模式进行探索,并成功实践,收到良好效果。 相似文献
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邱贺媛 《唐山师范学院学报》1998,(5)
河北省沿海属黄海沿岸海藻区系暖温带型,共有海产定生藻类79种,占整个黄海沿岸海藻区系的38.7％。海藻可做工业原料,在医学上也有广泛应用。海藻均能食用,营养丰富,人们食用海藻历史悠久,开发潜力很大。孔石莼、刺海松等9种海藻的营养成分如下: 1.孔石莼 含蛋白质16.03％、脂肪0.23％、碳水化合物54.49％、脂肪酸2.36～2.50％、灰分21.5％(其中钠4.9％、钾2.9％、磷0.6％、铁1.6％、钙1.8％、硫17.8％、硅1.7％、铝0.8％)。还含有28-异岩 相似文献
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本文作者对辽宁沿海的经济海藻进行了多年的调查研究，初步确定辽宁沿海共有经济海藻７６种，兰藻门２种；红藻门３９种；褐藻门１６种；绿藻门１９种。并对这些经济海藻的利用以及辽宁沿海的自然概况等作了简单的介绍 相似文献
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紫菜育种研究历史及现状 总被引：1，自引：0，他引：1
胡银茂 《宁波教育学院学报》2006,8(4):22-26
随着栽培经验的积累和科学技术的发展,紫菜的遗传育种已从最初的选择性育种发展到利用基因工程技术进行遗传性状的改造,并建立纯系使经济性状能够稳定遗传。综述了紫菜育种的相关技术,并对前景进行了展望。 相似文献
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研究在室内可控条件下,不同品种条斑紫菜在同一外界环境条件下自由丝状体生长率和同一品种在不同外界环境条件下钻孔率的差异.结果表明,当海水比重为1.020～1.023,水温为15～25℃的条件下,不同品系的条斑紫菜生长率和钻孔率存在明显的差异.按生长率由高到低依次为Y叶隐94-1>YW92-1>Y95-1>YSI>YMI>YLII;不同比重下钻孔率由高到低依次为YSI>YLII>YMI>YW92-1>Y叶隐94-1>Y95-1;不同pH值下钻孔率由高到低依次为YSI>YMI>YLII>YW92-1. 相似文献
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Teresa L. McElhinny Michael J. Dougherty Bethany V. Bowling Julie C. Libarkin 《Science & Education》2014,23(2):445-464
We review the state of genetics instruction in the United States through the lens of backward design, with particular attention to the goals and assessments that inform curricular practice. An analysis of syllabi and leading textbooks indicates that genetics instruction focuses most strongly on foundations of DNA and Mendelian genetics. At the same time, a survey of faculty indicates that other concepts, such as the application of genetics to society or the environment, are viewed as equally or even more important than foundation concepts. This disconnect suggests a need for more explicit goal setting prior to curriculum development. We also review the relationship between concept inventories, multiple-choice tests measuring conceptual understanding, and curricular goals. Existing concept inventories offer a strong foundation on which to build community-developed concept assessments of genetics knowledge. Concept assessments such as these would allow the genetics education community to test hypotheses of curricular change. 相似文献
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Recent studies have analyzed the cognitive demands of solving problems in genetics, focusing primarily on the Piagetian schemas of combinations, proportions, and probability. Based on data from these primarily correlational studies, some authors have argued for the elimination of classical genetics from the high school curriculum. The critical review of the literature presented in this article reaffirms that formal-operational thought is conducive to successful genetics problem solving. The weight of the evidence to date, however, does not support the position that formal operational thought is strictly required for solving typical genetics problems. Arguments are therefore presented in support of the inclusion of genetics and genetics problem solving in high school biology. Implications of this analysis for the selection of appropriate content, problems, and instructional techniques for genetics instruction for nonformal students are presented. 相似文献
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Umran Betul Cebesoy Ceren Oztekin 《International Journal of Science and Mathematics Education》2018,16(7):1247-1268
Teachers have a crucial role to play in raising future generations of citizens who are aware of issues in genetics literacy such as gene therapy, cloning, and stem cell research. Teachers’ teaching practices are influenced by their knowledge in genetics literacy and their attitudes towards different issues. Accordingly, this study explored the relationships among middle school science teachers’ background characteristics (gender, teaching experience, self-perceived interest in and self-perceived knowledge of genetics), their genetics literacy levels, their attitudes towards various issues in genetics literacy, and their perceptions of teaching issues in genetics literacy. Data were collected from 435 Turkish middle school science teachers by completing the Genetics Literacy Assessment Inventory, the scale for attitudes towards issues in genetics literacy and perceptions of teaching issues in genetics literacy. The results of canonical correlation analysis suggested that being female, having a high level of interest in genetics, and perceiving oneself as knowledgeable in genetics were associated with higher levels of knowledge in genetics literacy and holding favorable general attitudes. These teachers believed in the necessity of introducing genetics literacy and held higher self-efficacy teaching beliefs regarding the teaching of issues in genetics literacy in their classes. However, they tended to emphasize more impeding factors as well as hold unfavorable attitudes towards gene therapy and gene therapy applications, implying that their attitudes were context dependent. 相似文献
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Models are often used when teaching science. In this paper historical models and students’ ideas about genetics are compared.
The historical development of the scientific idea of the gene and its function is described and categorized into five historical
models of gene function. Differences and similarities between these historical models are made explicit. Internal and external
consistency problems between the models are identified and discussed. From the consistency analysis seven epistemological
features are identified. The features vary in such ways between the historical models that it is claimed that learning difficulties
might be the consequence if these features are not explicitly addressed when teaching genetics. Students’ understanding of
genetics, as described in science education literature, is then examined. The comparison shows extensive parallelism between
students’ alternative understanding of genetics and the epistemological features, i.e., the claim is strengthened. It is also
argued that, when teaching gene function, the outlined historical models could be useful in a combined nature of science and
history of science approach. Our findings also raise the question what to teach in relation to preferred learning outcomes
in genetics. 相似文献
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浅谈少年儿童篮球运动员的选材 总被引：1，自引：0，他引：1
谢温玲 《宁德师专学报(自然科学版)》2006,18(2):217-219
针对基层少年儿童篮球运动员的选材阶段,从生理学和遗传学的角度,查阅文献资料,综合分析,探讨少年儿童篮球运动员选材的概念和要求,并从形态、心理、生理、遗传、智力等方面进行研究,以提高选材的成功率． 相似文献
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坛紫菜单个体细胞培养的愈伤组织发育途径 总被引：3，自引：0，他引：3
用海螺酶酶解坛紫菜(Porphyra haitanensis)叶状体制备游离的营养细胞,在显微镜下选取单个细胞放入96孔板中进行隔离培养。一部分细胞发育成了愈伤组织状的细胞团。这些细胞团继续发育,最终形成了丝状体或小叶片。 相似文献
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This article explores the conceptual change of students in Grades 10 and 12 in three Australian senior high schools when the teachers included computer multimedia to a greater or lesser extent in their teaching of a genetics course. The study, underpinned by a multidimensional conceptual‐change framework, used an interpretive approach and a case‐based design with multiple data collection methods. Over 4–8 weeks, the students learned genetics in classroom lessons that included BioLogica activities, which feature multiple representations. Results of the online tests and interview tasks revealed that most students improved their understanding of genetics as evidenced in the development of genetics reasoning. However, using Thorley's (1990) status analysis categories, a cross‐case analysis of the gene conceptions of 9 of the 26 students interviewed indicated that only 4 students' postinstructional conceptions were intelligible–plausible–fruitful. Students' conceptual change was consistent with classroom teaching and learning. Findings suggested that multiple representations supported conceptual understanding of genetics but not in all students. It was also shown that status can be a viable hallmark enabling researchers to identify students' conceptual change that would otherwise be less accessible. Thorley's method for analyzing conceptual status is discussed. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 44: 205–235, 2007 相似文献
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基于计划行为理论对网民参与食品安全网络谣言传播行为形成机理进行研究。以食品安全谣言传播事件为背景,以计划行为理论为基础提出相关假设,运用 SmartPLS2.0 软件构建偏最小二乘结构方程模型（PLS-SEM）对传播意愿影响因素进行探索性分析。研究结果表明,网民面对食品类谣言的主观态度对传播行为意愿有显著性影响;网民个体焦虑感与相关法律法规的震慑作用对谣言传播态度有显著性影响;食品谣言的可信度、时效性及传播方式便利性等谣言本身特征,对谣言传播行为意愿有积极影响。 相似文献