共查询到20条相似文献，搜索用时 72 毫秒
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毕廷菊 《思茅师范高等专科学校学报》2000,16(3):47-49
采集思茅五个土壤剖面不同深层的土样,采集茶园、桔子园和剖面附近的表土,从中分离和鉴定捕食线虫真菌,统计检出率,结果是：有枯枝落叶层和较厚腐殖的土壤剖面,捕食线虫真菌分布较深,１００ｃｍ深层土中仍有分布,比１００ｃｍ更深层土中无分布;弯孢节丛孢、（Ａｒｔｈｒｏｂｏｔｒｙｓ ｍｕｓｉｆｏｒｍｉｓ）、少孢节丛孢少孢变种（Ａ．ｏｌｉｇｏｓｐｏｒａ ｖａｒ．ｏｌｉｇｏｓｐｏｒａ）、坚粘孢单顶孢（Ｍｏｎａｃｒ 相似文献
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索科线虫寄生期生理生化机理的研究具有重要意义，不仅在于搞清楚索科线虫的寄生机制及与宿主间的相互关系，而且在于确定线虫完成寄生生活并发育成熟的物质基础和调控因子，为研制最佳营养液配方、促进索科线虫大量体外培养获得成功并走向应用提供理论依据和技术参数．该文对国、内外有关索科线虫的生化成分分析、酶学和内分泌学等方面的研究进行了综述． 相似文献
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从植物根系中分离根结线虫的目的是为了鉴别不同根结线虫种的需要;本文介绍了一种从样品的采集、制作,并以湿漏斗法洪虫箱的分离形式把根结线虫(包括根结线虫的雌虫、二龄幼虫和部分雄虫)从农作物病根中分离出来.方法简单,完全可以满足调查研究根结线虫对我国农作物危害的工作的需要. 相似文献
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通过＂水琼脂平板移行法＂和＂玻管法＂,研究了松材线虫拮抗细菌Bacillus sp.NS-3和真菌灰葡萄孢引诱线虫的能力.结果表明：初始随着作用时间的延长,细菌引诱线虫能力增加,NS-3在72小时（3天）达到对线虫的最大吸引,而随着作用时间的继续延长,细菌吸引线虫能力下降,最后细菌NS-3对线虫的吸引力为负值,从而说明线虫对致病细菌NS-3有趋避行为;真菌灰葡萄孢对松材线虫的诱引能力比较稳定,线虫对真菌没有趋避行为.进一步研究发现,枯木浸出液诱引线虫能力最大,其次是菌株NS-3的发酵液,然后是灰葡萄孢真菌的发酵液.而且,枯木浸出液和灰葡萄孢真菌的发酵液煮沸后诱引线虫能力均有所下降,但差值不大,说明枯木和真菌中对松材线虫起诱引作用的物质并没有因高温而完全失去;而细菌菌株NS-3的发酵液的发酵液煮沸后诱引线虫能力急剧下降,从而推测细菌中诱引线虫因子为挥发性的物质. 相似文献
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为了解,临沂地区植物寄生线虫分布情况,2007年在临沂地区开展了植物寄生线虫调查,调查中发现了拟滑刃属三个种．伞菌拟滑刃线虫Aphelenchoides agarici具有口针基部加厚;侧线3条;受精囊含盘状精子;尾末端具一刺状尾央突等特征．双尾拟滑刃线虫kAphelenchoides bicaudatus具有头部缢缩,侧线2条;雌虫尾末端二叉状等特征．林伯拟滑刃线虫kAphelenchoides limberi具有口针基部球小,侧线4条,尾末端钝圆等特征． 相似文献
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南方根结线虫胚胎发育的观察 总被引：1，自引：0，他引：1
南方根结线虫是一种在我国具有潜在经济重要性的农作物病原物.研究南方根结线虫胚胎发育的过程可以为研究其生长发育过程提供科学依据.本文用乙酸-地衣红染液对卵细胞进行染色,观察研究南方根结线虫的胚胎发育各阶段的过程和形态变化.实验结果为控制番茄南方根结线虫病提供了一定的实验依据. 相似文献
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杜宾 《太原大学教育学院学报》2022,(1):75-79
根结线虫(Meloidogyne spp.)是严重危害植物的病原物,其种类繁多,常常造成毁灭性的危害.根结线虫的分类是防治其病害的基础和前提,形态学特征和分子生物学特征鉴定是主要的分类方法.根结线虫的形态学鉴定主要依据虫体的外部形态特征和内部结构特点进行分类鉴定.其根结线虫的分子生物学鉴定方法是通过分析核酸DNA、线粒... 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