分子生物学主体性教学模式的探索

分子生物学是生命科学基础专业课,根据高职高专课程体系改革的基本指导思想,结合郧阳师专办学特色和生物教育专业的特点,探索该课程的教学方法、教学内容,考核方法等.通过实施优化课程设置、重组课程体系、因材施教、采用多媒体教学手段和实施教学等一系列主体教学措施,构建一套适合高职高专生物专业发展的分子生物学主体教学模式.     

戏剧《卖花女》中话语标记语well的功能分析

戏剧《卖花女》中“well”的功能主要表现为三种形式:态度标记手段、话语组织手段及回应标记手段。所谓态度标记手段,指well能够暗示说话者的态度;话语组织手段指well在语篇结构上所体现的功能;而well作为回应标记的手段则是指受话者可以用well作为对发话者的即时回应。     

百合转基因体系及分子育种相关基因的研究进展

通过分子育种的方法来改良百合品质以及开发新品种,是百合育种工作的热点之一.笔者在本文中对百合转基因体系建立的各种影响因素进行了探讨,综述了百合转基因分子育种中关注较多的报告基因、抗虫害基因、花发育相关基因等方面的现状及发展.     

话语标记语的认知语用研究

关联理论为话语标记语的语用分析提供了很好的理论依据。根据关联理论,话语标记语所连接的是话语和语境或者语境假设之间的关系,在话语交际中起着语言标记作用。话语标记语的认知在很大程度上取决于语境与关联的互动,它对语言的生成和理解起着语用指引和制约作用。     

饱和烷烃衍生物的分子隧道结制备及其电学性能研究

采用毛细管隧道结法,用C12H25OH和C122H25NH2作功能分子,采用分子自组装方法,在无水无氧条件下制备“镓-自组装单分子层-镓”分子隧道结,并对其电学性能进行了检测．结果表明：在无水无氧条件下制备的分子隧道结的I～V曲线同样呈现出明显的非线性关系,其电子迁移较之在大气条件下更容易发生．     

Novel ACADVL variants resulting in mitochondrial defects in long-chain acyl-CoA dehydrogenase deficiency

Journal of Zhejiang University-SCIENCE B - The pathogenesis of very-long-chain acyl-CoA dehydrogenase (VLCAD) deficiency is highly heterogeneous and still unclear. Additional novel variants have...     

从关联理论看话语标记语的语用制约性

关联理论的认知原则和交际原则突显了语境的重要性，为探讨语言形式与语用理解之间的关系提供了一个很好的理论框架。根据该理论，从话语生成与理解的认知性解释可以看出话语标记语的语用制约性．也就是说话语的生成与理解是一个相互制约的过程。     

The impact of relational markers on expository text comprehension in L1 and L2

This article reports on an experimentinvestigating the impact of causal discoursemarkers (connectives and signaling phrases) onthe comprehension of expository texts in L1 andL2. Although several psycholinguistic studieshave investigated the impact of connectives andlexical markers of text structure oncomprehension (i.e. off-line), there is noconsensus on the exact effect of explicitdiscourse markers on text understanding; threedifferent findings are reported in theliterature: markers would have a facilitatingeffect, an interfering effect or no effect atall. The first goal of this article is toclarify this problem of contradicting resultsby limiting the scope of the study to causalrelations, and to one specific text type:expository texts. Furthermore, the naturalnessof the experimental texts was controlled,readers did not need specific backgroundknowledge to understand the texts and theexperimental method consisted of open answerquestioning. Our second goal is to investigateto what extent a supposed effect of linguisticmarking depends on readers proficiency in afirst or second language.The experiment consisted in the reading of short expository texts in two languages, Dutchand French, which both functioned as L1 and L2.The results indicate that readers benefit fromthe presence of causal relational markers bothin L1 and in L2. Implications for (theoriesof) text processing are discussed, as well asfor the further insights in readingcomprehension in L1 and L2.