Paeonia suffruticosa Andr.is an endemic shrub flower in China with 2n=10.This study used 228 cultivars from four populations,i.e.,Jiangnan,Japan,Northwest,and Zhongyuan,as materials to explore the genetic diversity le...Paeonia suffruticosa Andr.is an endemic shrub flower in China with 2n=10.This study used 228 cultivars from four populations,i.e.,Jiangnan,Japan,Northwest,and Zhongyuan,as materials to explore the genetic diversity levels among different populations of tree peony varieties.The results showed that 34 bands were amplified using five pairs of cp SSR primers,with an average of 6.8 bands per primer pair.The average number of different alleles(N_(a)),effective alleles(N_(e)),Shannon's information index(I),diversity(H),and polymorphic information content(PIC)were 3.600,2.053,0.708,0.433,and 0.388,respectively.The PIC value was between 0.250 and 0.500,indicating a moderate level of polymorphism for the five cp SSR primer pairs.The genetic diversity levels of peony cultivars varied among different populations,with the Northwest population showing relatively lower levels(I=0.590,H=0.289,and PIC=0.263).A total of 52 haplotypes were identified in the four examined populations,and the number of haplotypes per population ranged from 11 to 22.Forty-four private haplotypes were detected across populations,and the Northwest population exhibiting the highest count of private haplotypes with 17.The mean number of effective number of haplotypes(N_(eh)),haplotypic richness(R_(h)),and diversity(H)were 8.351,6.824,and 0.893,respectively.Analysis of molecular variance indicated that genetic variation within tree peony germplasm was greater than that between germplasm resources,and the main variation was found within individuals of peony germplasm.Cluster analysis,principal coordinate analysis,and genetic structure analysis classified tree peonies from different origins into two groups,indicating a certain degree of genetic differentiation among these four tree peony cultivation groups.This study provides a theoretical basis for the exploration,utilization,and conservation of peony germplasm resources,as well as for research on the breeding of excellent varieties.展开更多
在教育信息化的时代背景下,探索线上线下融合的新型教学模式已然成为高等教育信息化改革的重要内容。CPS(Creative Problem Solving,创造性问题解决)模型是一种结合发散思维和聚敛思维的问题解决教学模型,能有效提升学生的创造性思维和...在教育信息化的时代背景下,探索线上线下融合的新型教学模式已然成为高等教育信息化改革的重要内容。CPS(Creative Problem Solving,创造性问题解决)模型是一种结合发散思维和聚敛思维的问题解决教学模型,能有效提升学生的创造性思维和创造力。通过对该模型在国内外教学中应用现状的分析,在结合高职学前教育专业基础课程教学实践的基础上,提出基于CPS模型的线上线下融合教学模式,旨在为实现课程教学模式的创新,以及培养学生创新意识与创造力提供指引。展开更多
将工程教育融入基础科学教育,可贯通科学知识与基础工程知识学习的通道,但当前初中科学教育与工程教育的融合仍处于起步阶段。鉴于此,教师可基于CPS(Creative Problem Solving,即创造性问题解决)模型,建构包含立项、展项、评项三个阶段...将工程教育融入基础科学教育,可贯通科学知识与基础工程知识学习的通道,但当前初中科学教育与工程教育的融合仍处于起步阶段。鉴于此,教师可基于CPS(Creative Problem Solving,即创造性问题解决)模型,建构包含立项、展项、评项三个阶段的初中科学工程教育实施框架。实践中,教师可在立项阶段设立学习目标并创设真实问题情境,在展项阶段引导学生经历“析—设—验”环节以推进思维进阶,并在评项阶段前置多维评价以发展学生的批判性思维,帮助学生建立“需求—设计—产品”的工程转化逻辑,实现核心概念的意义建构与工程思维的本质提升,进而达成发展学生核心素养的育人目标。展开更多
基金supported by Innovation Scientists and Technicians Troop Construction Projects of Henan Province(Grant No.212101510003)the Central Plains Scholar Workstation Project(Grant No.224400510002)+1 种基金the Youth Science Foundation of Henan Province(Grant No.202300410136)the Experimental Development Foundation of Henan University of Science and Technology(Grant No.SY2324004)。
文摘Paeonia suffruticosa Andr.is an endemic shrub flower in China with 2n=10.This study used 228 cultivars from four populations,i.e.,Jiangnan,Japan,Northwest,and Zhongyuan,as materials to explore the genetic diversity levels among different populations of tree peony varieties.The results showed that 34 bands were amplified using five pairs of cp SSR primers,with an average of 6.8 bands per primer pair.The average number of different alleles(N_(a)),effective alleles(N_(e)),Shannon's information index(I),diversity(H),and polymorphic information content(PIC)were 3.600,2.053,0.708,0.433,and 0.388,respectively.The PIC value was between 0.250 and 0.500,indicating a moderate level of polymorphism for the five cp SSR primer pairs.The genetic diversity levels of peony cultivars varied among different populations,with the Northwest population showing relatively lower levels(I=0.590,H=0.289,and PIC=0.263).A total of 52 haplotypes were identified in the four examined populations,and the number of haplotypes per population ranged from 11 to 22.Forty-four private haplotypes were detected across populations,and the Northwest population exhibiting the highest count of private haplotypes with 17.The mean number of effective number of haplotypes(N_(eh)),haplotypic richness(R_(h)),and diversity(H)were 8.351,6.824,and 0.893,respectively.Analysis of molecular variance indicated that genetic variation within tree peony germplasm was greater than that between germplasm resources,and the main variation was found within individuals of peony germplasm.Cluster analysis,principal coordinate analysis,and genetic structure analysis classified tree peonies from different origins into two groups,indicating a certain degree of genetic differentiation among these four tree peony cultivation groups.This study provides a theoretical basis for the exploration,utilization,and conservation of peony germplasm resources,as well as for research on the breeding of excellent varieties.
文摘在教育信息化的时代背景下,探索线上线下融合的新型教学模式已然成为高等教育信息化改革的重要内容。CPS(Creative Problem Solving,创造性问题解决)模型是一种结合发散思维和聚敛思维的问题解决教学模型,能有效提升学生的创造性思维和创造力。通过对该模型在国内外教学中应用现状的分析,在结合高职学前教育专业基础课程教学实践的基础上,提出基于CPS模型的线上线下融合教学模式,旨在为实现课程教学模式的创新,以及培养学生创新意识与创造力提供指引。
文摘将工程教育融入基础科学教育,可贯通科学知识与基础工程知识学习的通道,但当前初中科学教育与工程教育的融合仍处于起步阶段。鉴于此,教师可基于CPS(Creative Problem Solving,即创造性问题解决)模型,建构包含立项、展项、评项三个阶段的初中科学工程教育实施框架。实践中,教师可在立项阶段设立学习目标并创设真实问题情境,在展项阶段引导学生经历“析—设—验”环节以推进思维进阶,并在评项阶段前置多维评价以发展学生的批判性思维,帮助学生建立“需求—设计—产品”的工程转化逻辑,实现核心概念的意义建构与工程思维的本质提升,进而达成发展学生核心素养的育人目标。
