针对“植物生物学”的课程特点和传统教学中存在的问题,构建适合于该课程的LBL + PBL + RBL立体教学模式,整合教学内容,探寻多种教学方式并灵活运用,进而建立合理的考核评价制度。实践证明,LBL + PBL + RBL立体教学模式可充分调动学生...针对“植物生物学”的课程特点和传统教学中存在的问题,构建适合于该课程的LBL + PBL + RBL立体教学模式,整合教学内容,探寻多种教学方式并灵活运用,进而建立合理的考核评价制度。实践证明,LBL + PBL + RBL立体教学模式可充分调动学生学习的积极性,在传授植物学基础理论知识的同时,培养学生自主学习和解决问题的能力,增强学生的创新意识,进而提高学生的综合素质。In view of the characteristics of the “Plant Biology” course and the problems existing in the traditional teaching, the LBL + PBL + RBL three-dimensional teaching mode suitable for the course is constructed, the teaching content is integrated, a variety of teaching methods are explored and applied flexibly, and a reasonable assessment and evaluation system is established. Practice has proved that LBL + PBL + RBL three-dimensional teaching mode can fully mobilize students’ enthusiasm for learning, cultivate students’ ability to learn independently and solve problems, enhance students’ awareness of innovation, and improve students’ comprehensive quality while implanting basic theoretical knowledge of botany.展开更多
文摘【目的】设施菜田土壤反硝化作用是N_2O排放和氮素损失的重要途径。本研究通过室内厌氧培养试验,在不同p H和初始C/NO_3~–条件下,比较设施菜田土壤反硝化氮素气体排放及产物比的变化特征。【方法】以设施菜田土壤为研究对象,通过添加一定量低浓度的酸碱溶液调节土壤p H分别为酸性、中性和碱性条件,调节后的实测p H分别为5.63、6.65和7.83;同时以谷氨酸钠作为有效性碳,除未添加有效性碳作为对照处理(CK)外,其他有效性碳与硝酸盐(C/NO_3~–)的比值分别调节为5∶1、15∶1和30∶1,三种p H条件下均设置4个C/NO_3~–水平,每个水平3次重复。利用自动连续在线培养系统(Robot系统),在厌氧条件下监测不同处理土壤产生的N_2O、NO、N_2和CO2浓度的动态变化,通过计算N_2O/(N_2O+NO+N_2)指数估算反硝化过程N_2O的产物比。【结果】增加土壤的p H能显著减少设施菜田土壤N_2O和NO的产生量,酸性(p H 5.63)土壤的N_2O、NO产生量峰值在不同初始C/NO_3~–比下均显著高于中性(p H 6.65)和碱性(p H 7.83)土壤(P<0.05)。中性和碱性土壤在高C/NO_3~–下有利于减少反硝化过程N_2O的产生,而酸性土壤条件下差异并不显著。中性土壤条件下增加有机碳含量会降低NO产生量,而在酸性和碱性土壤上有机碳的添加对NO产生量没有显著影响。土壤p H和初始C/NO_3~–比对土壤N_2O的产生有极显著的交互效应(P<0.001)。酸性和中性土壤上添加有机碳能够显著增加土壤N_2的产生速率(P<0.05),且与对照相比,不同p H的土壤添加有机碳后均显著促进反硝化过程中N_2O向N_2的转化。在不同初始C/NO_3~–下碱性土壤的CO2产生量显著高于酸性和中性土壤,同时与对照相比,添加有机碳显著增加了土壤的CO2产生量(P<0.05)。酸性土壤的N_2O产物比在不同初始C/NO_3~–下均极显著高于碱性土壤(P<0.01),且不同初始C/NO_3~–下的土壤N_2O产物比随p H�
文摘针对“植物生物学”的课程特点和传统教学中存在的问题,构建适合于该课程的LBL + PBL + RBL立体教学模式,整合教学内容,探寻多种教学方式并灵活运用,进而建立合理的考核评价制度。实践证明,LBL + PBL + RBL立体教学模式可充分调动学生学习的积极性,在传授植物学基础理论知识的同时,培养学生自主学习和解决问题的能力,增强学生的创新意识,进而提高学生的综合素质。In view of the characteristics of the “Plant Biology” course and the problems existing in the traditional teaching, the LBL + PBL + RBL three-dimensional teaching mode suitable for the course is constructed, the teaching content is integrated, a variety of teaching methods are explored and applied flexibly, and a reasonable assessment and evaluation system is established. Practice has proved that LBL + PBL + RBL three-dimensional teaching mode can fully mobilize students’ enthusiasm for learning, cultivate students’ ability to learn independently and solve problems, enhance students’ awareness of innovation, and improve students’ comprehensive quality while implanting basic theoretical knowledge of botany.
