[目的]探讨PAD4通过JAK/STAT3通路调控三阴性乳腺癌(TNBC)细胞增殖的潜在机制。[方法]采用乳腺正常细胞系及TNBC细胞系进行实验,通过慢病毒感染TNBC细胞系以敲低或过表达PAD4并使用JAK激动剂和抑制剂处理细胞。使用细胞计数试剂盒(CCK-8...[目的]探讨PAD4通过JAK/STAT3通路调控三阴性乳腺癌(TNBC)细胞增殖的潜在机制。[方法]采用乳腺正常细胞系及TNBC细胞系进行实验,通过慢病毒感染TNBC细胞系以敲低或过表达PAD4并使用JAK激动剂和抑制剂处理细胞。使用细胞计数试剂盒(CCK-8)检测细胞增殖水平,通过高通量测序和通路分析检测mRNA表达水平,免疫共沉淀检测JAK1分子相互作用,免疫印迹检测JAK和STAT3的磷酸化水平,以及RNA抽取与实时荧光定量PCR分析基因表达。[结果]PAD4在TNBC患者组织中的表达水平高于非TNBC患者(9.49±0.67 vs 14.43±2.30,P<0.05),且中位生存期更长(P<0.05)。敲低PAD4抑制TNBC细胞系的增殖(1.55±0.14 vs 1.00±0.05,P<0.05),而过表达PAD4则促进增殖(1.65±0.14 vs 3.03±0.13,P<0.05)。过表达PAD4使JAK/STAT3通路活性上升,表现为JAK和STAT3的磷酸化水平增加;敲低PAD4则使其磷酸化水平下降。使用JAK激动剂处理敲低PAD4的TNBC细胞系或使用JAK抑制剂处理过表达PAD4的TNBC细胞系后,细胞增殖水平无变化。[结论]PAD4在TNBC中高表达并通过激活JAK/STAT3通路促进细胞增殖(1.65±0.14 vs 3.03±0.13)。调控PAD4可能是TNBC治疗的潜在策略。展开更多
传统的时间序列分析课程教学模式,考核方式只关注于学生对基本知识点的掌握情况,导致对于学生综合能力培养的教学效果不好。基于此,提出融合OBE (Outcome-Based Education)与PAD (Participation, Access and Diversity)理念的时间序列...传统的时间序列分析课程教学模式,考核方式只关注于学生对基本知识点的掌握情况,导致对于学生综合能力培养的教学效果不好。基于此,提出融合OBE (Outcome-Based Education)与PAD (Participation, Access and Diversity)理念的时间序列分析课程教学模式研究。根据时间序列分析课程教学的培养方案,按照逆向教学设计法,确定教学目标,在PAD理念下,以学生为教学主体,以培养综合能力为本位,根据教学目标设计教学环节,在考虑设计的教学环节基础上,基于OBE理念,使用综合评价方式设计教学综合评价方案。通过实践证明,使用融合OBE与PAD理念的时间序列分析课程教学模式进行教学,有效促进了学生综合能力的发展。The traditional teaching mode of time series analysis focuses solely on the students’ mastery of fundamental knowledge points, which results in a general lack of comprehensive ability among students. Therefore, the research on teaching mode of time series analysis course integrating OBE and PAD concepts is proposed. Based on the training plan for the time series analysis course, according to the reverse teaching design method, teaching objectives are determined. Under the PAD concept, students are regarded as the main body of teaching, with the training of comprehensive ability serving as the standard. The teaching process is designed according to the teaching objectives. Based on considering the designed teaching process, a comprehensive evaluation method is used to design a teaching comprehensive evaluation scheme based on the OBE concept. Through practice, it has been proven that the teaching mode of time series analysis courses integrating OBE and PAD concepts has effectively promoted the development of students’ comprehensive ability.展开更多
在高校教学改革中,如何将BOPPPS与PAD有效融合创新课堂混合式教学模式已成为研究重点。本研究通过构建BOPPPS与PAD相融合的多元课堂混合教学模式,并应用于“统计学”课堂改革。BOPPPS + PAD课堂混合式教学模式不仅优化了教学结构,提升...在高校教学改革中,如何将BOPPPS与PAD有效融合创新课堂混合式教学模式已成为研究重点。本研究通过构建BOPPPS与PAD相融合的多元课堂混合教学模式,并应用于“统计学”课堂改革。BOPPPS + PAD课堂混合式教学模式不仅优化了教学结构,提升了教学效率,还显著增强了学生参与度和学习兴趣。实践证明,该混合式教学模式能有效促进“高品质”课堂的构建,为人才培养的高质量发展提供了有力支撑。In the teaching reform of colleges and universities, how to effectively integrate BOPPPS and PAD to innovate the classroom blended teaching mode has become the focus of research. In this study, we constructed a multi-classroom hybrid teaching model that integrates BOPPPS and PAD, and applied it to the “statistics” classroom reform. The BOPPPS + PAD classroom blended teaching mode not only optimizes the teaching structure, improves the teaching efficiency, but also significantly enhances students’ participation and interest in learning. Practice has proved that this blended teaching model can effectively promote the construction of “high-quality” classrooms and provide strong support for the high-quality development of talent training.展开更多
文摘[目的]探讨PAD4通过JAK/STAT3通路调控三阴性乳腺癌(TNBC)细胞增殖的潜在机制。[方法]采用乳腺正常细胞系及TNBC细胞系进行实验,通过慢病毒感染TNBC细胞系以敲低或过表达PAD4并使用JAK激动剂和抑制剂处理细胞。使用细胞计数试剂盒(CCK-8)检测细胞增殖水平,通过高通量测序和通路分析检测mRNA表达水平,免疫共沉淀检测JAK1分子相互作用,免疫印迹检测JAK和STAT3的磷酸化水平,以及RNA抽取与实时荧光定量PCR分析基因表达。[结果]PAD4在TNBC患者组织中的表达水平高于非TNBC患者(9.49±0.67 vs 14.43±2.30,P<0.05),且中位生存期更长(P<0.05)。敲低PAD4抑制TNBC细胞系的增殖(1.55±0.14 vs 1.00±0.05,P<0.05),而过表达PAD4则促进增殖(1.65±0.14 vs 3.03±0.13,P<0.05)。过表达PAD4使JAK/STAT3通路活性上升,表现为JAK和STAT3的磷酸化水平增加;敲低PAD4则使其磷酸化水平下降。使用JAK激动剂处理敲低PAD4的TNBC细胞系或使用JAK抑制剂处理过表达PAD4的TNBC细胞系后,细胞增殖水平无变化。[结论]PAD4在TNBC中高表达并通过激活JAK/STAT3通路促进细胞增殖(1.65±0.14 vs 3.03±0.13)。调控PAD4可能是TNBC治疗的潜在策略。
文摘传统的时间序列分析课程教学模式,考核方式只关注于学生对基本知识点的掌握情况,导致对于学生综合能力培养的教学效果不好。基于此,提出融合OBE (Outcome-Based Education)与PAD (Participation, Access and Diversity)理念的时间序列分析课程教学模式研究。根据时间序列分析课程教学的培养方案,按照逆向教学设计法,确定教学目标,在PAD理念下,以学生为教学主体,以培养综合能力为本位,根据教学目标设计教学环节,在考虑设计的教学环节基础上,基于OBE理念,使用综合评价方式设计教学综合评价方案。通过实践证明,使用融合OBE与PAD理念的时间序列分析课程教学模式进行教学,有效促进了学生综合能力的发展。The traditional teaching mode of time series analysis focuses solely on the students’ mastery of fundamental knowledge points, which results in a general lack of comprehensive ability among students. Therefore, the research on teaching mode of time series analysis course integrating OBE and PAD concepts is proposed. Based on the training plan for the time series analysis course, according to the reverse teaching design method, teaching objectives are determined. Under the PAD concept, students are regarded as the main body of teaching, with the training of comprehensive ability serving as the standard. The teaching process is designed according to the teaching objectives. Based on considering the designed teaching process, a comprehensive evaluation method is used to design a teaching comprehensive evaluation scheme based on the OBE concept. Through practice, it has been proven that the teaching mode of time series analysis courses integrating OBE and PAD concepts has effectively promoted the development of students’ comprehensive ability.
文摘在高校教学改革中,如何将BOPPPS与PAD有效融合创新课堂混合式教学模式已成为研究重点。本研究通过构建BOPPPS与PAD相融合的多元课堂混合教学模式,并应用于“统计学”课堂改革。BOPPPS + PAD课堂混合式教学模式不仅优化了教学结构,提升了教学效率,还显著增强了学生参与度和学习兴趣。实践证明,该混合式教学模式能有效促进“高品质”课堂的构建,为人才培养的高质量发展提供了有力支撑。In the teaching reform of colleges and universities, how to effectively integrate BOPPPS and PAD to innovate the classroom blended teaching mode has become the focus of research. In this study, we constructed a multi-classroom hybrid teaching model that integrates BOPPPS and PAD, and applied it to the “statistics” classroom reform. The BOPPPS + PAD classroom blended teaching mode not only optimizes the teaching structure, improves the teaching efficiency, but also significantly enhances students’ participation and interest in learning. Practice has proved that this blended teaching model can effectively promote the construction of “high-quality” classrooms and provide strong support for the high-quality development of talent training.
