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《生物与环境》坐标曲线题的解题方法示例
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作者 刘丹华 《教师》 2011年第18期95-95,共1页
《生物与环境》是近年来高考的一个重点,而这一章多数是以曲线为载体,坐标曲线题是一种常见的题型,由于这种题型涉及数与形的转换,涉及生物量的动态变化等一系列过程,最易考查学生理科综合能力。复习时要重视对生物坐标题的分析和... 《生物与环境》是近年来高考的一个重点,而这一章多数是以曲线为载体,坐标曲线题是一种常见的题型,由于这种题型涉及数与形的转换,涉及生物量的动态变化等一系列过程,最易考查学生理科综合能力。复习时要重视对生物坐标题的分析和解题方法的总结。 展开更多
关键词 《生物与环境》 坐标曲线题 解题方法 理科综合能力 动态变化 数与形 生物 题型
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《生物与环境》复习课教学过程
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作者 杨敏 黄红丽 《科学教育》 2002年第6期51-52,共2页
环境问题是当今世界的热点和焦点问题,具有很强的综合性。深受高考命题者的青睐。本专题的复习思路,是围绕环境破坏问题展开讨论,进行自主学习。第一课时导入:T:同学们,你们是否知道'世界环境日'是几月几号,今年的主题是什么?S:... 环境问题是当今世界的热点和焦点问题,具有很强的综合性。深受高考命题者的青睐。本专题的复习思路,是围绕环境破坏问题展开讨论,进行自主学习。第一课时导入:T:同学们,你们是否知道'世界环境日'是几月几号,今年的主题是什么?S:6月5号:主题是《让地球充满生机》 展开更多
关键词 《生物与环境》 复习课 教学过程 中学 生物教学
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“生物与环境”校本课程开发的实践与研究 被引量:1
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作者 刘国璋 《生物学教学》 北大核心 2005年第8期51-52,共2页
关键词 中学 生物教学 《生物与环境》 校本课程 青少年科技教育
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《生物与环境的关系》教学设计
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作者 解耀国 《南昌教育》 2007年第1期31-34,共4页
[教学目标]: 一、知识目标 1.能从自己的生活中举出影响生物生存的非生物因素的例 2.能从自己的生活中举例说明生物和生物之间的关系。 3.能举例说出生物对环境的适应和影响。
关键词 教学设计 教学目标 知识目标 举例说明 生活 《生物与环境的关系》
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实验活动激发创新意识
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作者 陆卫 《小学科学》 2013年第1期15-15,共1页
《种子发芽实验》是小学科学教科版五年级上册《生物与环境》单元的一、二两课,它们与第三课《观察绿豆芽的生长》构建了一个循序渐进有机体,即植物与环境。以生活中常见的绿豆种子发芽生长作为研究对象,引领学生通过猜测——设计实... 《种子发芽实验》是小学科学教科版五年级上册《生物与环境》单元的一、二两课,它们与第三课《观察绿豆芽的生长》构建了一个循序渐进有机体,即植物与环境。以生活中常见的绿豆种子发芽生长作为研究对象,引领学生通过猜测——设计实验——验证——得出结论,这样的探究过程,去了解种子发芽和生长需要哪些条件。 展开更多
关键词 实验活动 创新意识 《生物与环境》 激发 小学科学 循序渐进 设计实验 探究过程
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有关“判断食物链方向”题型分类总结
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作者 曾小军 《中学生理科应试》 2010年第2期53-54,共2页
许多《生物与环境》试题解答的关键点在于对“食物链方向”的判断,现把判断食物链的方法进行分类解析.
关键词 分类解析 食物链 《生物与环境》 题型 试题解答
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记我们对苏州河藻类的探究活动
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作者 潘志丹 《科学教育》 2005年第5期58-59,共2页
关键词 探究活动 苏州河 科学探究能力 《生物与环境》 藻类 学生自主 探究过程 拓展型课程 社会实践
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我中意的一道测试题
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《湖北教育(科学课)》 2011年第3期52-53,共2页
王利江 对象 五年级学生 原题
关键词 《生物与环境》 测试题 试题 教材
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Impacts of Human Activity on Biodiversity——An Approach to Driving Force Indicators 被引量:1
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作者 Richard Dawson 《Ecological Economy》 2005年第1期1-6,共6页
The impact of human activity on biodiversity is very complicated, making it difficult to design practical indicators for assessment.Currently,state and response indicators are listed within Chapter15 of Agenda21,but n... The impact of human activity on biodiversity is very complicated, making it difficult to design practical indicators for assessment.Currently,state and response indicators are listed within Chapter15 of Agenda21,but no mention is made of driving force indicators and how they relate to biodiversity protection. This paper repre- sents an effort to identify and then operationalize the idea of driving force indicators at national level.Five human induced factors affecting biodiversity were discussed: (a) habitat loss and fragmentation; (b) overexploitation of resources;(c)species introduction;(d)pollution;and (e) climate change. From these five factors, a subsetwas selected to serve as possible driving force indicators:(1)habitat loss, (2)the ratio of exotic species to indigenous ones, and (3)the change in pollution status. Although the three indicators are relatively simple,they coverthe most important human impacts on biodiversity and offer the potential for further redefinition and ultimate use within the spirit of biodiversity protection. 展开更多
关键词 biodiversity human activities driving forceindicators SUSTAINABILITY
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Environmental Nexus: and You Will Know Us by Our Places
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作者 Lineu Castello Marcos Petroli 《Journal of Civil Engineering and Architecture》 2010年第5期29-36,共8页
The paper investigates the places of an urban region inside a Biosphere Reserve in southern Brazil and explores the potentialities for synergies between their biological and sociocultural systems. It assumes: (i) t... The paper investigates the places of an urban region inside a Biosphere Reserve in southern Brazil and explores the potentialities for synergies between their biological and sociocultural systems. It assumes: (i) the perception of their regional rootedness works beneficially for enhancing sustainability; (ii) current progress in place's conceptualization helps in the quest for sustainability, since the core factors of the concept deal precisely with the relationships between people and environment. The paper works both with the perception of existing, as invented places, analysing the perception they stimulate. Real places are seen as socially constructed; invented places, as economically promoted. Selection of empirical regional cases is based on their: perception (real and invented places); scale (urban and ex-urban); management (public or private). In the area of Architecture-Urbanism, place is a created environmental form, imbued with symbolic significance to its users. In the present shift of paradigms from modernism to postmodernism, the discipline evolves towards a more thorough concern with the philosophical implications of places on phenomenological grounds. Also, the making and marketing of new places become increasingly accepted as influential tools to foster prosperity and well-being, by means of the economic development attributed to the creation of places. The concerted private and public management of the region's places and the restrained design they presently employ are providing grounds for an affluent development, showing a wise use of the regional resources. Altogether, it seems inhabitants have learned how to work in conjunction with the environment. This hints at a clear manifestation of sustainable development, worth investigating. Presumably, the concept of place, positioned as it is at the very interface of physical, social, economic and behavioural disciplines, seems to provide a likely means for tackling the challenges for a sustained regional development planning. 展开更多
关键词 Place theory environmental perception postmodern urbanism urban biosphere reserves.
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聚焦“高中生物课程标准修订讨论稿”
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作者 王志伟 马文锋 《中学生物教学》 2016年第3期69-72,共4页
根据课程方案,正在讨论即将实施的《高中生物课程标准》规定,必修内容由原来的6个学分减少为4个学分,原必修3模块《稳态与环境》内容将移至选修模块,调整为选修2个模块,即《稳态与调节》《生物与环境》,这引起了生物学科同行广泛... 根据课程方案,正在讨论即将实施的《高中生物课程标准》规定,必修内容由原来的6个学分减少为4个学分,原必修3模块《稳态与环境》内容将移至选修模块,调整为选修2个模块,即《稳态与调节》《生物与环境》,这引起了生物学科同行广泛的讨论。为促进中学教师更好地了解和学习课程标准,本期《互动平台》栏目就下列问题进行讨论:如何规划必修内容才有利于发展学生的生物学素养? 展开更多
关键词 《高中生物课程标准》 标准修订 《生物与环境》 选修模块 聚焦 必修内容 生物学科 课程方案
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高中生物学混合式课堂教学研究
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作者 刘良森 《高考》 2024年第34期72-74,共3页
高中生物学作为一门实践性强的学科,需要理论结合实践,培养学生的核心素养。在当前的网络信息时代,混合式课堂教学模式融合了线上自主学习与线下小组讨论、实践操作等环节,能够更好地调动学生的积极性和主动性,提高教学质量。本文以《... 高中生物学作为一门实践性强的学科,需要理论结合实践,培养学生的核心素养。在当前的网络信息时代,混合式课堂教学模式融合了线上自主学习与线下小组讨论、实践操作等环节,能够更好地调动学生的积极性和主动性,提高教学质量。本文以《生物与环境》一课为例,探讨了混合式课堂教学的实施方案、教学过程及成效评估,旨在为中学生物学教学改革提供可借鉴的经验。研究发现,混合式教学模式能够提升学生的学习兴趣和参与度,培养其批判性思维和问题解决能力,促进知识的迁移应用,提高教学效果。此外,教师在教学设计、资源建设、过程管控等方面也需要不断优化,以确保混合式课堂教学的顺利开展。 展开更多
关键词 高中生物 混合式课堂 《生物与环境》 教学改革
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Progress and perspective on frontiers of geobiology 被引量:11
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作者 XIE ShuCheng YIN HongFu 《Science China Earth Sciences》 SCIE EI CAS 2014年第5期855-868,共14页
Geobiology is a new discipline on the crossing interface between earth science and life science, and aims to understand the in- teraction and co-evolution between organisms and environments. On the basis of the latest... Geobiology is a new discipline on the crossing interface between earth science and life science, and aims to understand the in- teraction and co-evolution between organisms and environments. On the basis of the latest international achievements, the new data presented in the Beijing geobiology forum sponsored by Chinese Academy of Sciences in 2013, and the papers in this special issue, here we present an overview of the progress and perspectives on three important frontiers, including geobiology of the critical periods in Earth history, geomicrobes and their responses and feedbacks to global environmental changes, and geobiology in extreme environments. Knowledge is greatly improved about the close relationship of some significant biotic events such as origin, radiation, extinction, and recovery of organisms with the deep Earth processes and the resultant envi- ronmental processes among oceans, land, and atmosphere in the critical periods, although the specific dynamics of the co-evolution between ancient life and paleoenvironments is still largely unknown. A variety of geomicrobial functional groups were found to respond sensitively to paleoenvironmental changes, which enable the establishment of proxies for paleoenvi- ronmental reconstruction, and to play active roles on the Earth environmental changes via elemental biogeochemical cycles and mineral bio-transforrnations, but to be deciphered are the mechanisms of these functional groups that change paleoenvi- ronmental conditions. Microbes of potential geobiology significance were found and isolated from some extreme environments with their biological properties partly understood, but little is known about their geobiological functions to change Earth envi- ronments. The biotic processes to alter or modify the environments are thus proposed to be the very issue geobiology aims to decipher in the future. Geobiology will greatly extend the temporal and spatial scope of biotic research on Earth and beyond. It has great potential of application in the domains of resource exploration and global change. To achieve these aims needs coor- dinative multidisciplinary studies concerning geomicrobiology and related themes, database and modeling of biogeochemical cycles, typical geological environments, and coupling of biological, physical, and chemical processes. 展开更多
关键词 microbial functional group extreme environment biotic crisis PALEOBIOLOGY
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