《义务教育英语课程标准(2022年版)》(以下简称“新课标”)指出,英语课程要培育学生文化意识,就要引导学生“了解不同国家的优秀文明成果,比较中外文化的异同,提高跨文化沟通与交流的能力,形成健康向上的审美情趣和正确的价值观;加深对...《义务教育英语课程标准(2022年版)》(以下简称“新课标”)指出,英语课程要培育学生文化意识,就要引导学生“了解不同国家的优秀文明成果,比较中外文化的异同,提高跨文化沟通与交流的能力,形成健康向上的审美情趣和正确的价值观;加深对中华文化的理解和认同,树立国际视野,坚定文化自信”。中华优秀传统文化是中华民族的文化精髓与精神命脉,将其有机融入英语教学,不仅是提升学生跨文化沟通能力的有力举措,更是筑牢文化自信根基的必然要求。本文以PEP教材Unit 1 What's he like?教学为例,系统探索将中国传统文化融入小学英语阅读教学的实践策略。展开更多
《义务教育英语课程标准(2022年版)》明确提出“以主题为引领选择和组织课程内容”的课程理念。在小学英语教学中,阅读教学是培养学生语言能力、塑造思维品质及增强文化意识的重要途径。然而,传统的小学英语阅读教学模式往往偏重语言知...《义务教育英语课程标准(2022年版)》明确提出“以主题为引领选择和组织课程内容”的课程理念。在小学英语教学中,阅读教学是培养学生语言能力、塑造思维品质及增强文化意识的重要途径。然而,传统的小学英语阅读教学模式往往偏重语言知识的机械传授,忽视了对主题意义的深层次挖掘。基于主题意义探究的阅读教学能够引导学生围绕特定主题展开深度学习,激发学生的阅读兴趣,提升其语言综合运用能力。基于此,本文以人教版小学《英语》(PEP版)三年级上册“Plants around us”单元阅读教学为例,提出了基于主题意义探究的小学英语阅读教学实践策略,以期为教师开展小学英语阅读教学提供参考。展开更多
Double-stranded oligomeric nucleotide encoding PEP-1 peptides was synthesized, pro- karyotic expression pET15b-pep-1-p27mt recombinant constructed, E. coli BL21 (DE3)pLysS trans- formed and induced with IPTG to highly...Double-stranded oligomeric nucleotide encoding PEP-1 peptides was synthesized, pro- karyotic expression pET15b-pep-1-p27mt recombinant constructed, E. coli BL21 (DE3)pLysS trans- formed and induced with IPTG to highly express fusion protein PEP-1-P27mt. Fusion protein with an N-terminal His-tag could be purified by Ni2+-resin affinity chromatography and identified by SDS-PAGE and Western blotting. Cultured EC9706 cells treated with PEP-1-P27mt revealed that PEP-1-P27mt was transduced into cells after 15 min and reached maximal intracellular concentra- tions in 2 h. PEP-1-P27mt of 1 μmol/L final concentration could most strongly suppress the growth. It was suggested that PEP-1 can carry P27mt across membrane, which provides a new biological pro- tocol for using cyclin dependent kinase inhibitors p27mt in suppressing the growth of tumor cells.展开更多
文摘《义务教育英语课程标准(2022年版)》(以下简称“新课标”)指出,英语课程要培育学生文化意识,就要引导学生“了解不同国家的优秀文明成果,比较中外文化的异同,提高跨文化沟通与交流的能力,形成健康向上的审美情趣和正确的价值观;加深对中华文化的理解和认同,树立国际视野,坚定文化自信”。中华优秀传统文化是中华民族的文化精髓与精神命脉,将其有机融入英语教学,不仅是提升学生跨文化沟通能力的有力举措,更是筑牢文化自信根基的必然要求。本文以PEP教材Unit 1 What's he like?教学为例,系统探索将中国传统文化融入小学英语阅读教学的实践策略。
文摘《义务教育英语课程标准(2022年版)》明确提出“以主题为引领选择和组织课程内容”的课程理念。在小学英语教学中,阅读教学是培养学生语言能力、塑造思维品质及增强文化意识的重要途径。然而,传统的小学英语阅读教学模式往往偏重语言知识的机械传授,忽视了对主题意义的深层次挖掘。基于主题意义探究的阅读教学能够引导学生围绕特定主题展开深度学习,激发学生的阅读兴趣,提升其语言综合运用能力。基于此,本文以人教版小学《英语》(PEP版)三年级上册“Plants around us”单元阅读教学为例,提出了基于主题意义探究的小学英语阅读教学实践策略,以期为教师开展小学英语阅读教学提供参考。
基金a grant from Department of Education of Hubei Province, China (No. Q200524001).
文摘Double-stranded oligomeric nucleotide encoding PEP-1 peptides was synthesized, pro- karyotic expression pET15b-pep-1-p27mt recombinant constructed, E. coli BL21 (DE3)pLysS trans- formed and induced with IPTG to highly express fusion protein PEP-1-P27mt. Fusion protein with an N-terminal His-tag could be purified by Ni2+-resin affinity chromatography and identified by SDS-PAGE and Western blotting. Cultured EC9706 cells treated with PEP-1-P27mt revealed that PEP-1-P27mt was transduced into cells after 15 min and reached maximal intracellular concentra- tions in 2 h. PEP-1-P27mt of 1 μmol/L final concentration could most strongly suppress the growth. It was suggested that PEP-1 can carry P27mt across membrane, which provides a new biological pro- tocol for using cyclin dependent kinase inhibitors p27mt in suppressing the growth of tumor cells.
