为了进一步探讨大麝鼩(Crocidura lasiura)的亚种分化问题,在中国东北地区采集大麝鼩标本13号,结合已报道的大麝鼩形态学数据和Cyt b基因序列一并进行分析。形态学结果显示:在绝大多数个体中,分布于中国东北—俄罗斯远东的大麝鼩体型大...为了进一步探讨大麝鼩(Crocidura lasiura)的亚种分化问题,在中国东北地区采集大麝鼩标本13号,结合已报道的大麝鼩形态学数据和Cyt b基因序列一并进行分析。形态学结果显示:在绝大多数个体中,分布于中国东北—俄罗斯远东的大麝鼩体型大于分布于韩国的个体(体长:> 82 mm vs.<82 mm,尾长:> 39 mm vs.<39 mm,颅基长:> 20 mm vs.<20 mm);中国东北—俄罗斯远东种群体背毛色更黑,韩国种群体背毛色更灰;中国东部种群尾较长,绝大多数超过体长之半;而分布于中国东北—俄罗斯远东、韩国的大麝鼩种群尾长绝大多数不及体长之半。基于Cyt b基因的遗传距离、系统发育关系和中介网络分析,都显示大麝鼩样本可分为3个地理谱系:中国东北—俄罗斯远东谱系、韩国谱系、中国东部谱系。研究结果支持大麝鼩分为3个亚种:东北亚种(C. l. lasiura)分布于中国东北和俄罗斯远东,韩国亚种(C. l. thomasi)分布于韩国,华东亚种(C. l. campus-lincolnensis)分布于中国东部。展开更多
以“血液循环途径”为例,采用基于问题的学习方法,基于学习内容,围绕教学目标提出环环相扣的问题,采用合作学习、小组讨论等学习方法,促使学生探索并解决问题,最终掌握体循环和肺循环的途径、血液成分的变化以及血液循环的意义。在这个...以“血液循环途径”为例,采用基于问题的学习方法,基于学习内容,围绕教学目标提出环环相扣的问题,采用合作学习、小组讨论等学习方法,促使学生探索并解决问题,最终掌握体循环和肺循环的途径、血液成分的变化以及血液循环的意义。在这个过程中教师是引导者,学生是课堂的主人。学生在一步步探索并解决问题的过程中,不仅能学习到课内知识,还能提高学生的表达交流以及思维能力,提高生物学学习兴趣。符合新课程标准对学生培养的要求,有利于学生生物学核心素养的培养。Taking “blood circulation pathway” as an example, we adopt the problem-based learning method, which is based on the learning content, puts forward the interlocking problems around the teaching objectives, and adopts the learning methods such as cooperative learning and group discussion to encourage students to explore and solve the problems. In this process, the teacher is the guide and the students are the masters of the classroom. In the process of exploring and solving problems step by step, students can not only learn the knowledge in the classroom, but also improve their expression and communication as well as thinking ability, and increase their interest in learning biology. It is in line with the requirements of the new curriculum standard for students’ training, and is conducive to the cultivation of students’ core literacy in biology.展开更多
文摘为了进一步探讨大麝鼩(Crocidura lasiura)的亚种分化问题,在中国东北地区采集大麝鼩标本13号,结合已报道的大麝鼩形态学数据和Cyt b基因序列一并进行分析。形态学结果显示:在绝大多数个体中,分布于中国东北—俄罗斯远东的大麝鼩体型大于分布于韩国的个体(体长:> 82 mm vs.<82 mm,尾长:> 39 mm vs.<39 mm,颅基长:> 20 mm vs.<20 mm);中国东北—俄罗斯远东种群体背毛色更黑,韩国种群体背毛色更灰;中国东部种群尾较长,绝大多数超过体长之半;而分布于中国东北—俄罗斯远东、韩国的大麝鼩种群尾长绝大多数不及体长之半。基于Cyt b基因的遗传距离、系统发育关系和中介网络分析,都显示大麝鼩样本可分为3个地理谱系:中国东北—俄罗斯远东谱系、韩国谱系、中国东部谱系。研究结果支持大麝鼩分为3个亚种:东北亚种(C. l. lasiura)分布于中国东北和俄罗斯远东,韩国亚种(C. l. thomasi)分布于韩国,华东亚种(C. l. campus-lincolnensis)分布于中国东部。
文摘以“血液循环途径”为例,采用基于问题的学习方法,基于学习内容,围绕教学目标提出环环相扣的问题,采用合作学习、小组讨论等学习方法,促使学生探索并解决问题,最终掌握体循环和肺循环的途径、血液成分的变化以及血液循环的意义。在这个过程中教师是引导者,学生是课堂的主人。学生在一步步探索并解决问题的过程中,不仅能学习到课内知识,还能提高学生的表达交流以及思维能力,提高生物学学习兴趣。符合新课程标准对学生培养的要求,有利于学生生物学核心素养的培养。Taking “blood circulation pathway” as an example, we adopt the problem-based learning method, which is based on the learning content, puts forward the interlocking problems around the teaching objectives, and adopts the learning methods such as cooperative learning and group discussion to encourage students to explore and solve the problems. In this process, the teacher is the guide and the students are the masters of the classroom. In the process of exploring and solving problems step by step, students can not only learn the knowledge in the classroom, but also improve their expression and communication as well as thinking ability, and increase their interest in learning biology. It is in line with the requirements of the new curriculum standard for students’ training, and is conducive to the cultivation of students’ core literacy in biology.
