美国植物生理学课程设置的一些情况

根据殷宏章先生带回来的美国几所大学有关系科目前所开设的植物生理生化方面的课程(包括大学低年级的课程、高年级的课程和研究生的课程),以及美国1979年植物生理学会年会论文在本学科各个领域的分布,可以看出植物生理学的现况,并展望其前景。这些大学所开设的植物生理学方面的课程可以分为六类; 1.全面讨论一般植物生理学或特殊植物生理学的,如基础植物生理学、植物生理学与生物化学,     

植物生理学双语教学的实践与创新

对近几年来植物生理学课程双语教学内容、教学方法、教学手段及考核方式等方面的改革进行了较深入的探讨与实践。通过研制双语教学网络课件,选择正确的国外原版教材和国内教材、编写合适的双语教学讲义,采用形式多样的双语教学模式,正确处理专业词汇和建立有效的考核机制等途径来提高双语教学质量,实现教学目标。     

结合植物生理学教学内容开展科学研究的一些体会

从事植物生理学教学工作以来与有关同志一起,结合教学内容做了些科学研究工作,感到好处甚多,谈谈这方面的粗浅体会。一、从教学内容中可以找到许多研究课题随着生物学实验技术和理论的发展,以及植物生理学与农林业生产的联系日趋密切,植物生理学的教学内容在最近二十多年里,已经有了不少更新和扩展。目前的教学内容不仅包括植物的亚细胞、细胞、组织、器官的结构和功能,而且在论述器官     

运用多媒体列表比较和归纳式讲授"植物的光合作用"的探讨

"植物的光合作用"一章在植物生理学教材中占有相当的分量,其中很大一部分内容亦为本课程的重点与难点.我们从植物生理教学过程中体会到,要真正讲授好这部分内容很不容易,如何让学生在课堂上既全面又比较容易地掌握这方面的内容,是每个讲授植物生理学课程的教师都要面对的教学问题.我们总结了多年的植物生理学的教学经验,整理出一个深受本校学生欢迎的教学方法,即运用多媒体列表比较、归纳式的教学方法,现介绍出来供大家参考.     

《植物生理学》实践教学初探与体会

《植物生理学》是中等农林学校一门重要的基础课,其内容繁多,理论知识较深,发展又十分迅速,鉴于中等农林学校的培养目标与大专院校有别,应特别注重应用和实践能力的培养。1　《植物生理学》的教学内容分析与实践教学关系11　教学目标:以培养能力为实习目标能力教育强调的是知识的实用性,要培养和提高学生岗位综合能力,教学活动就必须尽量走出教室,充分利用实验、实习、现场教学和田间操作等实践教学手段,为学生提供反复动手的机会。这样我们把《双永林场杜仲林基地》养分现状的分析作为我校经济林专业生产实习内容的一部分。12　教学内容的…     

《现代植物生理学实验指南》一书中的差错举隅

由中国科学院上海植物生理研究所和上海市植物生理学会编的<现代植物生理学实验指南>一书,是我国目前比较全面系统介绍现代植物生理及相关学科实验技术的有重要影响的著作,并被广泛使用,对促进我国植物生理学教学及科研现代技术应用,起了巨大作用.     

高师《人体解剖生理学》教学改革研究与实践

分析了高师人体解剖生理学教学现状,提出人体解剖生理学知识体系的构建途径,从教学内容、教学方法、教学手段等方面进行改革与实践。     

农业植物病理学课程在新农科建设中对培养植物医生的作用

农业植物病理学是高校培养植物医生的核心课程,在新农科建设背景下,该课程面临新的机遇和挑战.本文首先分析了目前该课程理论教学及实验教学的现状及不足,并从理论教学方法、理论教学内容、实践教学内容、课程考核方面等探讨了农业植物病理学对培养植物医生的作用,以期为农业植物病理学教学质量的提升及新型植物医生的培养提供参考.     

网络环境下的《植物生理学》教学

《植物生理学》是农林院校的主干专业基础课,随着教学体系的改革,其授课学时一再压缩,但学习者却越来越多,班级规模也不断扩大,加之课程内容丰富而抽象,学生学习时感到很吃力,因此教学效果一直不太理想。为此,我们从2000年起开始对这门课程的教学内容、教学方法和教学手段进行了改革,以我校主编的《植物生理学》(中国农业出版社,2000)的内容为依托,     

以融合式教学促进“普通植物病理学”一流课程建设

建设一流课程是新时代高校加强教育教学、提高人才培养质量的必然要求。融合式教学是促进一流课程建设的有效途径。“普通植物病理学”课程教学团队通过思政教育与知识传授融合、线上教学与线下教学融合、理论教学与实践创新融合、教学环节与信息技术融合、多元考核与教学过程融合，不断深化融合式教学改革，并着力打造教学团队、丰富课程资源、编写课程教材、建立评价体系，有效促进了一流课程建设，课程被评为首届国家级线上线下混合式一流课程。     

“植物抗性生理”一章的教学方法探讨

植物抗性生理主要研究植物在各种不良环境条件下的生理特征。为了提高＂植物抗性生理学＂一章的教学效果,从学生实际出发,在6个方面阐述了本章的教学方法和手段。     

在植物生理学实验教学中培养学生创新思维

通过分析传统植物生理学实验教学中存在的问题,从改革实验课教学,发挥学生的创新思维意识;让学生参与准备实验,培养学生独立工作能力;开设探究性实验;逐渐推进培养创新思维教学方式等方面探讨在植物生理学实验教学中培养学生创新思维的教学方式。     

概念图策略在生理学教学实践中的应用

目的:探讨概念图策略在高职护理专业生理学教学实践中的效果。方法:随机抽取57名学生作为实验组,54名学生作为对照组;实验组施行概念图策略教学法,对照组则采用传统教学法。分别比较两组学生的单元测验成绩和期末考试成绩,并于全部课程结束后进行问卷调查,分析调查结果。结果:实验组学生的单元测试成绩和期末考试成绩均明显高于对照组学生,差异具有统计学意义(P<0.05);实验组94.34%的学生认为教学能够提高学习主动性,而对照组为64.81%;实验组84.21%的学生认为教学有助于提升对课程内容的理解,而对照组为64.11%;实验组87.72%的学生认为教学促进师生互动,而对照组为38.89%;实验组84.21%的学生认为教学可增强团队合作精神,而对照组为57.41%。实验组的调查结果明显优于对照组,差异具有统计学意义(P<0.05)。结论:将概念图策略引入高职护理专业的生理学课程教学实践中,能够更好的帮助学生掌握生理学的理论体系,提升教学质量,提高学生的专业知识水平。     

The "sensational" power of movement in plants: A Darwinian system for studying the evolution of behavior

Darwin's research on botany and plant physiology was a landmark attempt to integrate plant movements into a biological perspective of behavior. Since antiquity, people have sought to explain plant movements via mechanical or physiological forces, and yet they also constructed analogies between plant and animal behavior. During the Renaissance and Enlightenment, thinkers began to see that physiochemical explanations of plant movements could equally apply to animal behavior and even human thought. Darwin saw his research on plant movements as a strategic front against those who argued that his theory of evolution could not account for the acquisition of new behavioral traits. He believed that his research explained how the different forms of plant movement evolved as modified habits of circumnutation, and he presented evidence that plants might have a brain-like organ, which could have acquired various types of plant sensitivity during evolution. Upon publication of The Power of Movement in Plants, his ideas were overwhelmingly rejected by plant physiologists. Subsequently, plant biologists came to view the work as an important contribution to plant physiology and biology, but its intended contribution to the field of evolution and behavior has been largely overlooked.     

植物生理学实验课程现代课堂教学

针对植物生理学课程的特点,系统介绍了现代课堂实验教学的模式和做法,将素质教育贯穿整个实验教学过程,为实验教学质量的综合评估奠定基础。     

研究性教学模式在"植物的抗逆生理"教学中的应用

阐述了研究性教学的内涵及将之引入"植物的抗逆生理"教学的必要性,并介绍了开展研究性教学活动过程,评价了其教学效果.在此基础上就研究性教学模式下研究专题的选择、学生的成绩考核指标及教师扮演的角色等内容进行了讨论.     

A Study of Blackfly (Aphis fabae Scop.) on Broad Bean Plants,and of Insects Associated Directly or Indirectly with the Colony

Rapid-cycling brassicas, originally developed for plant breeding research, promise to be of value in school and college teaching. Within the family Cruciferae, they are members of the same genus and species as the crop brassicas of great economic importance. The crop brassicas are briefly reviewed as they set the rapidcycling plant cultivars in their context. The way in which the cultivars, with their five-week seed-to-seed cycle, were developed is described and an account of their developmental morphology given. The standardized methods for growing these fast plants on capillary matting under light banks is explained. Their insect pollination and a method of artificial pollination with beesticks are described and methods for circumventing the flower's self-incompatibility reviewed. Practical physiology and genetics exercises are listed to illustrate the plant's potential value for teaching.     

Is a physiological perspective relevant in a 'genocentric' age?

Currently, the major thrust of plant physiology research is to identify and understand the regulation of genes that might be relevant in plant development and growth. The dominance of a genocentric view of plant behaviour has, unfortunately, resulted in the development of major disconnects in the classical view of plant physiology as a partnership between fundamental and practical research contributing to improved plant production. One disconnect is that much of the genocentric research appears to be organized and executed without regard to the practical needs of enhancing plant performance under applied conditions. Although practical benefits from genocentric research are often claimed, basic assumptions guiding much research and the experimental protocols used are commonly not relevant for real-world plant production. A second disconnect is a failure fully to appreciate the lessons learned in 40 years of classical plant physiology research concerning the role of physiological processes in altering whole plant performance. Regulation of plant systems has proved to be complex and redundant. Alteration of a single physiological process is compensated or dampened so that commonly very little change in plant growth and yield results from modification of a single physiological process. Based on a few successful projects employing classical plant physiology to achieve crop yield increase, key characteristics for research projects that truly seek to increase plant performance in production systems are identified. Basically, the partnership between the fundamental and practical research long espoused for plant physiology needs to be re-established in an intimate and meaningful way.