在病原生物学与免疫学教学中培养学生临床思维能力的探索与体会

介绍病原生物学与免疫学教学中学生临床思维能力培养的探索与体会：（1）病原生物学各论部分创造性地使用病例引领教学模式;（2）重新编排病原生物学实验内容,并按专业要求合理设计各专业实验;（3）实验教学上巧妙运用情境教学法;（4）在考试中增加病例分析及临床实际应用试题。     

地理：提高4种关键能力

新版《考试大纲》变化点速查与2011年对比,2012年的课标版地理学科《考试大纲》与《考试说明》的考核目标与要求、考试范围和内容及试卷结构都没有变化,维持了地理学科考试内容的稳定性。《考试说明》综合题的＂题型示例＂部分做了修改,更新了例3和例4（必考内容）和例5（选考内容）。新例题全部为2011年高考     

2000年全国硕士研究生政治理论考试大纲内容介绍(三)

《马克思主义基本原理》（下）《马克思主义政治经济学原理》在新的考试大纲中作为《马克思主义基本原理》两部分内容之一,在原考试大纲“关于资本主义的基本原理”的基础上,内容上作了适当补充,在结构安排和逻辑顺序上着重作了调整。一、新的考试大纲的主要内容（一）...     

2012年高考福建生物卷填空题答题情况统计及分析

2012年高考福建生物卷遵循《普通高等学校招生全国统一考试大纲》（简称《考试大纲》）和《普通高等学校招生全国统一考试福建省理科综合考试说明》（简称《考试说明》）的要求,难度适中,内容覆盖面广,较为全面地考查了考生的理解能力、获取信息能力、实验探究能力和综合能力等。对1000份抽样试卷的填空题进行考生答题情况的统计与分析,总结学生答题情况并尝试提出教学建议,以期为中学生物学教学指导提供参考。     

2000年全国硕士研究生政治理论考试大纲内容介绍(二)

《马克思主义基本原理》（上）《２０００年全国硕士研究生政治理论考试大纲》将《马克思主义基本原理》部分的内容调整为《马克思主义哲学原理》和《马克思主义政治经济学原理》（资本主义部分）两个部分。考试大纲以《马克思主义基本原理》和《马克思主义哲学原理》、《...     

英国中学生物学奥林匹克竞赛的启示

英国中学生物学奥林匹克竞赛（BBO）和中国中学生物学竞赛（CHSBO）均为国际中学生物学奥林匹克竞赛（IBO）选拔了大量优秀选手。本文分析了BBO竞赛的考试大纲和试卷,希望从中得到启示,为我国生物学竞赛提供借鉴。     

“电磁感应”考点专题

电磁感应是电磁学中最为重要的内容,也是高考的热点之一．该部分的核心内容是楞次定律和法拉第电磁感应定律：它们分别揭示了感应电动势的方向和大小所遵循的规律．在高考考试说明中,“电磁感应”部分的重要考点及其要求如下：电磁感应现象（Ⅰ）,磁通量（Ⅰ）,法拉第电磁感应定律（Ⅱ）,楞次定律（Ⅱ）,自感、涡流（工）．本部分内容集中体现了与恒定电流、磁场、力学内容的联系,综合性很强,难度大,特别注重从能量的角度分析和解决问题．     

1992年英国普通教育证书生物学高级水平考试试题介绍

英国的中学生在完成了从11岁至16岁的中学学习后,若打算升大学学习生物学,需自己选择包括生物学在内的三门课程学习两年,然后参加高级水平的生物学考试。这种考试的笔试分为试卷1和试卷2,两卷的考试时间均为3小时,分两次举行,每卷又各包括A、B两部分,以下是试卷1的内容。     

2009全国中学生生物学联赛理论试卷遗传试题解析

对2009年全国中学生生物学联赛理论考试今年联赛理论试卷的遗传学部分试题进行了统计分析，发现今年遗传学部分的、试题主要集中在单选题第10～第21题、31、33和40题。多项选择题集中在95～96、104～105、107题，分数总计达25分，占实际总分的16．7％。遗传学内容所占比例较往年有所提高。下面就2009年遗传部分的试题予以解析（试题前题号为试卷中的实际题号）。     

一九八二年高考生物学的考试范围

一九八二年高考生物学考试范围为:全日制十年制学校初中生理卫生课本和高中生物课本的内容。鉴于目前学生的生物学和化学的基础较差,高中生物课本中下列有关选学的部分,不作为考试的内容:1.第二章第一节《新陈代谢》中的“光合作用的过程”这段教学内容(见     

On Ugliness in Words,in Politics,in Tour-ism

Many educational theoretical approaches to cosmopolitanism tend towards an unconditional appreciation of mobility, diversity and rootlessness. The recent interest of educational philosophy in the rhizome, de-territorialization and diversity contributes to this understanding of cosmopolitanism as movement across a borderless and imperfect world. Without downplaying such insights (and related political education), this article displaces and de-temporalizes them. It takes the form of a parody of the rhizome to view those insights from a different perspective and make them strike a different pedagogical note.     

扎实扎好建配管努力搞好用教研

通过对小学师资队伍现状的分析，提出网络环境下小学教师应具备的基本素质并对小学师资队伍建设的途径进行探讨。     

Self-concept differences in student teachers in primary,elementary, secondary,and special education

Self-concept, intelligence and academic achievement were examined in students preparing to teach in primary, elementary, secondary, and special education (N = 267). The measures were the Tennessee Self-Concept Scale, a group intelligence test, and school grades. Differences in self-concept, but not in intelligence and academic achievement, were found among groups of student teachers. Secondary education majors reported a more positive self-concept than primary or elementary, with special education majors reporting the least positive self-concept of all.     

Genotypic and environmental variation in cadmium, chromium, arsenic, nickel, and lead concentrations in rice grains

Genotypic and environmental variation in Cd, Cr, As, Ni and Pb concentrations of grains, and the relationships between these heavy metals and Fe, Zn were investigated using 9 rice genotypes grown in 6 locations for two successive years. Significant genotypic variation was detected in the five heavy metal concentrations in grains, indicating the possibility to reduce the concentration of these heavy metals in grains through breeding approach. The environmental effect varied with metal, with Pb and Ni having greater variation than the other three metals. There was significant genotype-environment （location） interaction of the concentrations of all five heavy metals in grains, suggesting the importance of cultivar choice in producing rice with low heavy metal concentrations in grains for a given location. Correlation analysis showed that Cd and As, Cr and Ni, and As and Pb concentrations in rice grains were closely associated, and that Ni concentration in grains was negatively correlated with Zn concentration.     

江西婺源蓝尾石龙子形态特征的两性异形

报道了江西婺源地区蓝尾石龙子（Eumeces elegans）头、体大小的两性异形.蓝尾石龙子成体体长存在显著的两性差异（雄性大于雌性）,雄性个体有较大的头部（头长和头宽）,雄性头部增长速率明显大于雌性,表明成年雄体分配较多的能量用于头部和身体的生长;而成年雌体则相对延缓头部的生长,以维持躯干生长,增大腹腔容纳量,可提高其繁殖输出.     

Knowledge, Concepts, and Inferences in Childhood

The role of knowledge in children's inferences was investigated in 3 experiments. Experiment 1 examined developmental changes in the role of categorical membership, perceptual appearance, and item complexity in inferences for natural kind and artifact concepts. Preschoolers (5-year-olds), second graders (8-year-olds), and fourth graders (10-year-olds) were taught novel properties about target concepts and asked whether each of 4 probes had those properties. Probes varied in category membership and perceptual appearance relative to the target item. Item complexity also varied. Experiments 2 and 3 examined inferences with known and unknown concepts for familiar and unfamiliar properties. Older children's knowledge led to differential weighting of categorical information over appearance but only for known concepts and/or familiar properties. Preschoolers made no distinction between category and appearance for either known or unknown concepts. Additionally, as target item complexity increased, older children made more inferences than preschoolers. No differences between inferences about natural kind and artifact concepts were found. The role of theories and knowledge in children's drawing of inferences is discussed.