“撒哈拉以南的非洲”教学过程设计

一、黑人的故乡 1．展示世界人种分布图,让学生回忆或找出黑种人在各大洲的分布区。提出问题：黑色人种主要分布在哪里？（从世界范围看,黑种人主要分布在非洲;而从非洲范围看,黑种人主要分布在撒哈拉以南的非洲。今天我们开始学习撒哈拉以南非洲地区,这里的居民黑色人种占绝大部分（本区人口的90％以上,因此又有“黑非洲”之称。）     

“人口与人种”（人教版）教学解读

一、课程标准解读 本节教材内容涵盖了下列三条课程标准要求： 1．运用地图和其他资料,说出世界人口增长和分布的特点。     

以“人口和人种”为例谈地理新课程教学

新课程强调学生探索新知的经历和获得新知的体验,把过程方法本身作为课程目标的重要组成部分,从课程目标的高度突出了过程方法的地位。只有把学科的概念原理和相应的探究过程及方法论结合起来,才能使学生的理智过程和精神世界获得实质性的发展与提升。走进新课程,确立学生在教学过程中的主体地位,     

“世界的人种、语言、宗教”一节教学设计

出示三张足球明星的挂历图片,然后提问：这三类人种同学们见过吗?他们是什么人种(白色、黑色、黄色)?接着问：你们是根据什么判断的(皮肤的颜色)?除了皮肤以外,他们的外部还各有什么特征(分别找三位同学一一说出人种的特征)?     

Isozyme expression of Chinese and Japanese populations of Chlamys farreri and their reciprocal hybrids

Chinese and Japanese population of Chlamys farreri and their reciprocal hybrids were surveyed in isozyme variability at 13 loci by polyacrytamide gel electrophoresis (PAGE). Isozyme banding patterns indicated these hybrids were diploid. Loci that were observed as being monomorphic in inbred populations of C. farreri were also found to be monomorphic in filial progeny; loci that observed to be polymorphic in parental type generations were also polymorphic in hybrid generations. Differences existed among allelic frequency of the four types of cross. Within the reciprocal hybrids the expression of malic enzyme (ME) isozyme was sufficient to distinguishing individual hybrids because of the band, Rf=0.38. However, there were no noticeable variations among all the samples to differentiate one from another. Inbreeding was likely to be the main problem in aquaculture. The introduction of new broodstock can improve the genetic diversity. Hybrid vigor has manifested to a certain extent in the present study.