“N_1V_1V_1给N_2V_2V_2”格式的句法语义结构和语用功能

“N1V1V1给N2V2V2”是一种具有委婉表达功能的常用口语格式,基本语义是说话者委婉地请求N1去做N2希望获知的某事。该格式在句法结构上是一个兼语句,“给”是该格式作为兼语句的标记,可以隐现但语义上必不可少,是连接“N1V1V1”和“N2V2V2”的关键。格式中两个动词重叠本身具有的委婉表达功能加上其出现在祈使句语境中,使该格式在语用上最具委婉的表达功能。     

Reconditional PCR方法在微生物分子生态学研究中的一种应用

虽然PCR扩增过程中所引入的杂和双链分子在TGGE或DGGE图谱分析微生物群落多样性结果时,对分析结果准确性的影响日益受到广泛关注,但迄今为止,尚未提出任何系统的关于去除PCR扩增过程中所引入杂和双链分子的可行性方法.本文将给出一种在克隆前较为有效减少样本中杂和双链的改良方法——“Reconditional PCR”.通过对原初PCR扩增进行上述改进,随后进行的TGGE分析可以更加准确反映种群遗传多样性,所构建的克隆文库也可以更准确地反映原初样本的生物多样性.     

DEVELOPMENTALLY APPROPRIATE PRACTICES IN TEACHER EDUCATION: LESSONS FROM ONE SEMESTER

Abstract

A major challenge for teacher preparation programs and future teachers is learning to work skillfully with the diversity of children in American classrooms. This paper describes a tool developed to address this challenge: the Learning and Teaching Assessment System (LTAS). The LTAS is a performance‐based, curriculum‐embedded assessment tool designed to uncover young children's strengths in different curricular areas as well as their approaches to learning. Developed for use with children 3–8 years of age, the LTAS helps teachers understand what children know in relation to key concepts in the different disciplines as well as how they learn in order to further their learning in subsequent days and weeks of teaching. The development of the LTAS is based primarily on two theoretical frameworks: Leont'ev's activity theory and Gardner's theory of multiple intelligences. To examine the efficacy of the LTAS in its proposed objectives, a pilot study was conducted; results point to the potential of the LTAS for helping student teachers uncover new information about children to guide future instruction.