Complete mitochondrial cytochrome b sequences of 54 species, including 18 newly sequenced, were analyzed to infer the phylogenetic relationships within the family Cyprinidae in East Asia. Phylogenetic trees were gener...Complete mitochondrial cytochrome b sequences of 54 species, including 18 newly sequenced, were analyzed to infer the phylogenetic relationships within the family Cyprinidae in East Asia. Phylogenetic trees were generated using various tree-building methods, including Neighbor-joining (NJ), Maximum Parsimony (MP) and Maximum Likelihood (ML) methods, with Myxocyprinus asiaticus (family Catostomidae) as the designated outgroup. The results from NJ and ML methods were mostly similar, supporting some existing subfamilies within Cyprinidae as monophyletic, such as Cultrinae, Xenocyprinae and Gobioninae (including Gobiobotinae). How-ever, genera within the subfamily 揇anioninae?did not form a monophyletic group. The subfamily Leuciscinae was divided into two unrelated groups: the Leuciscinae in East Asia forming as a monophyletic group together with Cultrinae and Xenocyprinae, while the Leuciscinae in Europe, Siberia, and North America as another monophyletic group. The monophyly of subfamily Cy-prininae sensu Howes was supported by NJ and ML trees and is basal in the tree. The position of Acheilognathinae, a widely accepted monophyletic group represented by Rhodeus sericeus, was not resolved.展开更多
Against the background of the new curriculum reform,teachers are no longer just expected to impart knowledge exclusively,but they also carry the responsibility to encourage students to think independently,improve stud...Against the background of the new curriculum reform,teachers are no longer just expected to impart knowledge exclusively,but they also carry the responsibility to encourage students to think independently,improve students’thinking skills,and cultivate good learning and thinking habits among students,so as to enable students to use knowledge in a flexible manner and improve their thinking skills.General zoology is a highly specialized discipline,with scattered knowledge points and various concepts.Since the traditional teaching mode limits students’mastery of knowledge points,teachers need to find a teaching method that can help students understand knowledge points and exercise independent thinking.Mind mapping is a concrete thinking tool that helps students exercise their thinking skills.The introduction of mind mapping in the teaching of general zoology allows students to have a clearer understanding of the overall framework of this discipline.The application of mind mapping can be divided into four parts:pre-class preview,classroom study,after-class review,and zoology experiment.The application of mind mapping to teaching not only improves students’learning efficiency,but also enhances students’comprehensive ability and stimulates their interest in general zoology.In this paper,the 17th chapter of“Fish”in general zoology is taken as an example to elaborate the application of mind mapping in the teaching of general zoology.展开更多
基金supported by the Chinese Academy of Sciences and National Natural Science Foundation of China(Grant Nos.30225008&39830050).
文摘Complete mitochondrial cytochrome b sequences of 54 species, including 18 newly sequenced, were analyzed to infer the phylogenetic relationships within the family Cyprinidae in East Asia. Phylogenetic trees were generated using various tree-building methods, including Neighbor-joining (NJ), Maximum Parsimony (MP) and Maximum Likelihood (ML) methods, with Myxocyprinus asiaticus (family Catostomidae) as the designated outgroup. The results from NJ and ML methods were mostly similar, supporting some existing subfamilies within Cyprinidae as monophyletic, such as Cultrinae, Xenocyprinae and Gobioninae (including Gobiobotinae). How-ever, genera within the subfamily 揇anioninae?did not form a monophyletic group. The subfamily Leuciscinae was divided into two unrelated groups: the Leuciscinae in East Asia forming as a monophyletic group together with Cultrinae and Xenocyprinae, while the Leuciscinae in Europe, Siberia, and North America as another monophyletic group. The monophyly of subfamily Cy-prininae sensu Howes was supported by NJ and ML trees and is basal in the tree. The position of Acheilognathinae, a widely accepted monophyletic group represented by Rhodeus sericeus, was not resolved.
文摘Against the background of the new curriculum reform,teachers are no longer just expected to impart knowledge exclusively,but they also carry the responsibility to encourage students to think independently,improve students’thinking skills,and cultivate good learning and thinking habits among students,so as to enable students to use knowledge in a flexible manner and improve their thinking skills.General zoology is a highly specialized discipline,with scattered knowledge points and various concepts.Since the traditional teaching mode limits students’mastery of knowledge points,teachers need to find a teaching method that can help students understand knowledge points and exercise independent thinking.Mind mapping is a concrete thinking tool that helps students exercise their thinking skills.The introduction of mind mapping in the teaching of general zoology allows students to have a clearer understanding of the overall framework of this discipline.The application of mind mapping can be divided into four parts:pre-class preview,classroom study,after-class review,and zoology experiment.The application of mind mapping to teaching not only improves students’learning efficiency,but also enhances students’comprehensive ability and stimulates their interest in general zoology.In this paper,the 17th chapter of“Fish”in general zoology is taken as an example to elaborate the application of mind mapping in the teaching of general zoology.
