目的:研究FAM136A(family with sequence similarity 136,member A gene)在胃癌进展中的调控作用。方法:通过生信分析筛选出FAM136A在胃癌中转录水平,通过免疫组织化学染色技术分析FAM136A在胃癌组织中表达特点及临床病理意义,通过侵袭...目的:研究FAM136A(family with sequence similarity 136,member A gene)在胃癌进展中的调控作用。方法:通过生信分析筛选出FAM136A在胃癌中转录水平,通过免疫组织化学染色技术分析FAM136A在胃癌组织中表达特点及临床病理意义,通过侵袭实验(Transwell实验)、细胞活力检测实验(MTT实验)检测FAM136A对胃癌细胞迁移、侵袭、增殖能力的影响。结果:FAM136A在胃癌中转录水平明显高于癌旁组织,FAM136A在胃癌组织中高表达,主要定位于细胞质,病理分期Ⅱ、Ⅲ期、T分期T2~4、N分期1~3期的高表达比例高于病理分期Ⅰ期、T分期T1及N分期0期(P<0.01)。FAM136A增强胃癌细胞迁移、侵袭和增殖能力。FAM136A增强胃癌细胞中上皮间质转化(EMT)和细胞周期相关蛋白的表达。结论:FAM136A可通过调控EMT增强胃癌细胞迁移和侵袭能力。FAM136A可通过调节细胞周期促进胃癌增殖能力。展开更多
本文深入剖析了“对分课堂”教学模式,并在高等职业教育领域成功实践了“136”教学模式。该模式以学生为中心,倡导主动性、合作性和探究性,通过创新的教学组织形式,有效激发了学生的学习动力和创造潜力。文章细致阐释了“136”模式的框...本文深入剖析了“对分课堂”教学模式,并在高等职业教育领域成功实践了“136”教学模式。该模式以学生为中心,倡导主动性、合作性和探究性,通过创新的教学组织形式,有效激发了学生的学习动力和创造潜力。文章细致阐释了“136”模式的框架结构,包括其核心理念、三个关键教学阶段和六个基本步骤,这些设计旨在促进学生的深度学习和全面发展。研究结果显示,“136”模式显著提升了学生的课堂参与度和学业成绩。通过与传统教学模式的对比分析,新模式下学生的答题正确率和知识接收率均有大幅提升,这一变化客观地反映了教学效果的显著改进。This paper deeply analyzes the teaching mode of “divided classroom” and successfully practices the “136” teaching mode in the field of higher vocational education. This model is student-centered, advocates initiative, cooperation and inquiry, and effectively stimulates students’ learning motivation and creative potential through innovative teaching organization forms. The article carefully explains the framework structure of the “136” mode, including its core ideas, three key teaching stages and six basic steps, which are designed to promote students’ deep learning and all-round development. The results show that the “136” mode significantly improves students’ classroom engagement and academic performance. Through the comparative analysis with the traditional teaching mode, the correct answer rate and knowledge reception rate of students in the new mode have been greatly improved, which objectively reflects the significant improvement of the teaching effect.展开更多
文摘目的:研究FAM136A(family with sequence similarity 136,member A gene)在胃癌进展中的调控作用。方法:通过生信分析筛选出FAM136A在胃癌中转录水平,通过免疫组织化学染色技术分析FAM136A在胃癌组织中表达特点及临床病理意义,通过侵袭实验(Transwell实验)、细胞活力检测实验(MTT实验)检测FAM136A对胃癌细胞迁移、侵袭、增殖能力的影响。结果:FAM136A在胃癌中转录水平明显高于癌旁组织,FAM136A在胃癌组织中高表达,主要定位于细胞质,病理分期Ⅱ、Ⅲ期、T分期T2~4、N分期1~3期的高表达比例高于病理分期Ⅰ期、T分期T1及N分期0期(P<0.01)。FAM136A增强胃癌细胞迁移、侵袭和增殖能力。FAM136A增强胃癌细胞中上皮间质转化(EMT)和细胞周期相关蛋白的表达。结论:FAM136A可通过调控EMT增强胃癌细胞迁移和侵袭能力。FAM136A可通过调节细胞周期促进胃癌增殖能力。
文摘本文深入剖析了“对分课堂”教学模式,并在高等职业教育领域成功实践了“136”教学模式。该模式以学生为中心,倡导主动性、合作性和探究性,通过创新的教学组织形式,有效激发了学生的学习动力和创造潜力。文章细致阐释了“136”模式的框架结构,包括其核心理念、三个关键教学阶段和六个基本步骤,这些设计旨在促进学生的深度学习和全面发展。研究结果显示,“136”模式显著提升了学生的课堂参与度和学业成绩。通过与传统教学模式的对比分析,新模式下学生的答题正确率和知识接收率均有大幅提升,这一变化客观地反映了教学效果的显著改进。This paper deeply analyzes the teaching mode of “divided classroom” and successfully practices the “136” teaching mode in the field of higher vocational education. This model is student-centered, advocates initiative, cooperation and inquiry, and effectively stimulates students’ learning motivation and creative potential through innovative teaching organization forms. The article carefully explains the framework structure of the “136” mode, including its core ideas, three key teaching stages and six basic steps, which are designed to promote students’ deep learning and all-round development. The results show that the “136” mode significantly improves students’ classroom engagement and academic performance. Through the comparative analysis with the traditional teaching mode, the correct answer rate and knowledge reception rate of students in the new mode have been greatly improved, which objectively reflects the significant improvement of the teaching effect.
